Challenges of Pre-Service Teachers: Enabling the TPACK Knowledge during Bachelor of Education Program of AIOU, Pakistan

Abstract

Every program that trains future teachers are different, and each of those programs has its own techniques for assisting pre-service teachers in developing their TPACK knowledge and skills. In the present study, pre-service teachers were given an assessment of their professional knowledge and teaching abilities in relation to the AIOU B.Ed. (1.5-year) degrees that they had earned. According to the findings of the survey, student-teachers who intended to pursue careers in the field of mathematics had the lowest mean scores when it came to their levels of pedagogical ability. The student-teachers in the reading domain, however, obtained the highest mean score for pedagogical expertise out of all five participant groups. This was due to the fact that they had the most experience teaching. Students who were planning on working in the education sector as English teachers had the lowest mean ratings for their technological ability. The evaluation of teachers’ perceptions of their understanding of the TPCK's components found that the PK and PCK performed the best overall of all the components. Interviews were conducted with twenty future teachers to elicit their perspectives on the challenges that come with the teaching profession.