Pre-service teachers’ technological pedagogical and content knowledge (TPACK): their readiness for online instruction

Abstract

ABSTRACT Rapid changes and greater complexities bring new difficulties and place new expectations on our educational system. Teacher education programs must adapt to these changes and train pre-service teachers in various learning modalities. This study determined the readiness of pre-service teachers to teach online based on their technological pedagogical and content knowledge (TPACK) when they are grouped based on their profile. Through proportional random sampling, 400 third-year pre-service teachers were surveyed using comparative research. No significant difference in the readiness of pre-service teachers to online instruction based on their TPACK when grouped according to their sex and specialization. However, it was found that the respondents when grouped according to their specialization were different in terms of their Technological Knowledge and Technological Content Knowledge. This study suggests that as the era of technological changes emerged, the abilities of preservice teachers must be highly targeted to cope with dramatic changes in the educational landscape.