Abstract
Teachers are best known to play a vital role in the educational system, especially in implementing a new curriculum. Adopting the Philippine's K-12 Curriculum requires continuous monitoring and assessment to ensure its programs' transparent improvement. This study examines the level of TPACK of mathematics preservice teachers (PSTs) and mathematics educators (MTEs) and determines whether a significant difference existed between them. Also, this study will establish a relationship between the MTE's TPACK and their technology integration. The participants of the study include 174 PSTs and 41 MTEs. The research instrument adopted considered central components of mathematical TPACK with Cronbach's alpha of 0.967. Results revealed that the mathematics PSTs had an average TPACK, while the MTEs' TPACK was high. A significant difference existed in the TPACK of PSTs and MTEs, indicating PSTs to be more exposed to learning the interconnections of these three knowledge bases, which can be seen demonstrated by MTEs in their instruction. A significant positive relationship existed between the MTEs' TPACK and their technology integration in class, indicating the regular use of technology in the instructional environment suggested higher TPACK among MTEs. The implications of the findings for practice on the teacher education programs are likewise discussed.
Highlights
Technological Pedagogical Content Knowledge (TPACK) focuses on the interrelated components of a teacher’s knowledge of content (CK), pedagogy (PK), and technology (TK)
By inspection of the means, the mathematics preservice teachers (PSTs) had average TPACK (M=3.47, SD=0.94), which implies that the PSTs were 31-70% competent to teach technology-based mathematics instruction
The finding above agrees with the results of the study of [20], wherein 345 preservice teachers showed high levels of interest in and on technology integration both for personal and professional purposes
Summary
TPACK focuses on the interrelated components of a teacher’s knowledge of content (CK), pedagogy (PK), and technology (TK). It is considered a vital part of today’s educational system as it addresses the growing demand for technology integration without giving less value to the content and its delivery for classroom instruction. Students benefit from the TPACK framework since most of them are born in this technology era. They can work better by integrating technology and have a deeper conceptual grasp of the subject matter. By adding the concept of technology of Koehler & Mishra [13] to Shulman’s PCK model [24], students become more interactive in the learning process [5]
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