Exploring Pre-service Teachers' Perspectives on TPACK: Technology, Pedagogical, and Content Knowledge

Abstract

In the context of educational transformation, the integration of innovations into teacher education programs is essential for enhancing the effectiveness of the teaching-learning process. Teachers must possess comprehensive content knowledge to incorporate suitable pedagogical practices and create technologically enriched educational environments. Teaching is a dynamic endeavor demanding a diverse range of knowledge and skills from educators, encompassing personal qualities, vocational expertise, and instructional abilities. This research focuses on investigating pre-service teachers' perceptions of Technology, Pedagogical, and Content Knowledge (TPACK). Conducted on 200 pre-service teachers from HNB Garhwal University, the study utilized a TPACK questionnaire with seven components. Employing descriptive quantitative research methodology, the analysis revealed that preservice teachers generally held an average and positive perception of TPACK. Gender and subject stream influenced the Technological Pedagogical Content Knowledge (TPCK) domain, while no significant differences were found in other components. Furthermore, locality and educational qualifications showed no significant impact on TPACK perception. Overall, the findings underscore the importance of understanding pre-service teachers' perspectives on TPACK to inform and improve teacher education programs.