The Technological Pedagogical Content Knowledge Dimensions Among Middle School Female Science Teachers According to the “TPACK” Framework

Abstract

This study aimed at examining the mastery levels of the Technological Pedagogical Content Knowledge dimensions among middle school female science teachers according to the “TPACK” framework. A descriptive survey design based on questionnaire was used. A total number of (97) teachers were selected by convenience sampling. Data was collected by a technological pedagogical content knowledge questionnaire developed by the researcher. The results revealed that the general means of the questionnaire amounted to (3.096), which indicates an average level of mastering the dimensions of technological pedagogical content knowledge among middle school female science teachers in light of the "TPACK" framework. The content knowledge ranked first, as the highest dimension- with a “large” rate and means amounting to (3.868), while the technological pedagogical content knowledge dimension came last with a “weak” rate and means amounting to (1.997). The results also showed that there were significant differences that could be attributed to the variables of academic qualification, and the number of training courses in technology. The study recommended taking advantage of the results reached by this study as a basis for identifying the training needs of middle school female science teachers in light of the “TPACK” framework, thus developing appropriate programs for the professional development of female teachers. The study also suggested conducting a study investigating the teaching performance levels of middle school female science teachers using observation cards.