Abstract
The purpose of the present study is to explore the prospective teacher’s awareness about Technological Pedagogical and Content Knowledge (TPACK) framework in their ongoing teacher education programme. The sample comprised 80 B.Ed. students from two colleges of Jammu division and 20 M.Ed. students from one prominent university of the Jammu division. The investigator employed a self-constructed semi-structured tool as per the objective of the study. The study employed a descriptive exploratory design. The findings revealed that both at UG and PG level, students have individualised knowledge about technology, pedagogy and content but, the least number of students were familiar with this framework. The study included some concrete suggestions and recommendations for meaningful integration of Technology-mediated pedagogy in the ongoing teacher education programme at the regional and national level. The findings of the study help in strengthening the policy formulation for teacher education in the current perspective.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: MIER Journal of Educational Studies Trends & Practices
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
