Technological Pedagogical Content Knowledge Components Research Articles

Effects of Teachers’ Technology Leadership on Postgraduate Preservice Teachers’ Application of TPACK: Perspective of Path-Goal Theory of Leadership

A tremendous amount of technology (e.g., online learning platforms, virtual reality, artificial intelligence, and robots) has been utilized to create rich interactive activities to upgrade preservice teachers’ knowledge and skills. However, there is a challenge to transform teacher preparation programs into a fully realized technological pedagogical content knowledge (TPACK) application environment. Teachers’ technology leadership (TTL) should be considered to empower preservice teachers to apply TPACK. Since there was no empirical evidence concerning the impact of technology leadership on student outcomes, this study investigated the relationship between TTL and postgraduate preservice teachers’ application of TPACK by collecting quantitative data in Chinese normal university. Factor analyses were first conducted; and results indicated that the questionnaire combined the ISTE-E standards and TPACK framework was a reliable and valid survey instrument. The descriptive statistics results showed that TTL (professional growth and leadership, digital citizenship, technology collaboration, and technology-empowered learning) was highly perceived, and postgraduate preservice teachers’ TPACK components were at medium levels. Structural equation modeling test results revealed that TTL positively and significantly influenced all dimensions of postgraduate preservice teachers’ TPACK. Finally, limitations of the study and suggestions for future research are provided along with theoretical and practical implications.

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

The purpose of this study is to identify the factors that shape pre-service teachers' (PSTs) online teaching practices within the technological pedagogical content knowledge (TPACK) framework. Ten science PSTs and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on a multiple case study design. The researchers collected data through online lesson videos and the TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was through TPACK in Online Teaching Checklist for online lesson videos. The results show that PSTs have some problems, especially in the technological and pedagogical knowledge components of TPACK. Both groups do not have adequate knowledge of the technological tools of assessment, because they give it the least importance. They generally use standard technologies such as presentations or office programs. Their use of the same technologies to identify and teach the subject indicates their limited conceptualizations of technological pedagogical knowledge (TPK) and technological content knowledge (TCK). PSTs need improvement in promoting teacher-student interaction through interactive learning and assessment tools. Some recommendations for teacher education programs are offered.

TPACK Profile of Biology Teachers During Their Learning Process After Participating in Numerical Taxonomy and its Training Program

This study aimed to analyze the TPACK (Technological Pedagogical Content Knowledge) profiles of biology teachers in their learning process after participating in numerical taxonomy and its training program. TPACK is a construction of knowledge that must be possessed by teachers in the 21st century. Numerical taxonomy and its training aim to develop biology teachers’ TPACK in the classification of living things. This training equips biology teachers with the knowledge needed to integrate TPACK components into the learning process, including contents related to TPACK and to the classification of living things, especially numerical taxonomy, learning technology, learning strategies, and methods to integrate TPACK into the learning process. This research is a descriptive study in which the data of biology teachers’ TPACK during the learning process were obtained from PaP-eRs and the results of the learning performance assessment. The results showed that biology teachers’ TPACK during the learning process after numerical taxonomy training had good results, and there has been an interactive phase between the TPACK components in the learning process. This is proven by teachers’ ability to develop good PaP-eRs and teachers’ performance based on the learning assessment results. It was further found that the use of technology in the learning process has been optimally applied by teachers. Meanwhile, the delivery of motivation and misconception were less developed by the teachers during the implementation of the TPACK learning process. Keywords: TPACK, numerical taxonomy, training program, biology teachers

Augmented reality as a platform to present green sustainable chemistry to improve preservice teachers’ competency on technological pedagogical content knowledge

Pedagogical Content Knowledge (PCK) plays a pivotal role in ensuring the effectiveness of teaching and learning. Within the context of integrating technology into lessons, PCK has evolved into Technological Pedagogical Content Knowledge (TPACK). The acquisition of TPACK by teachers implies mastery of its seven components. TPACK is both content and context-specific, meaning that a teacher's understanding of TPACK for one teaching strategy may differ from that for another. In the context of Augmented Reality-Green Sustainable Chemistry (AR-GSC), a distinct level of TPACK is required due to its interdisciplinary and holistic nature, setting it apart from other teaching strategies. This study employed embedded mixed method design to explore the changes in TPACK components among a group of 36 chemistry pre-service teachers exposed to AR-GSC. The quantitative findings indicate no significant changes in content, pedagogical, and pedagogical content knowledge. However, significant differences were observed in technological knowledge, technological content, and pedagogical knowledge and TPACK, indicating the emergence of a nuanced understanding of technological, pedagogical, and content knowledge. Qualitative focus group interview involving 15 preservice teachers provided insights for understanding quantitative findings. It is important to note that these findings are preliminary and suggest avenues for further research to validate the relationship between TPACK and AR-GSC.

Pedagogical Competence Analysis Based on the TPACK Model: Focus on VR-Based Survival Swimming Instructors

This study explores the pedagogical competence of VR-based survival swimming instructors in South Korea, focusing on their application of Technological Pedagogical Content Knowledge (TPACK). Employing qualitative methodology, we conducted in-depth interviews with 11 instructors to understand their instructional strategies within a VR context. The study aimed to identify how instructors integrate TPACK components into their teaching, specifically exploring technological content knowledge (content utilization, equipment preparation, addressing dizziness), pedagogical content knowledge (creating a conducive learning environment, enhancing student engagement), and technological pedagogical knowledge (setting appropriate learning objectives and guidelines, educational assessment), understanding learners, and pedagogical beliefs and philosophy. Our findings reveal that VR-based instructors proficiently blend these knowledge domains to enhance the effectiveness of survival swimming education. The results demonstrate that strategic pedagogical approaches are crucial in leveraging VR technology for educational outcomes, highlighting the importance of instructor competence in successfully implementing VR in teaching. This research contributes to the literature by detailing specific competencies critical for VR-based education and suggesting that a thorough understanding and application of the TPACK framework are essential for optimizing VR’s educational potential.

Evaluation of Teachers' Technological Pedagogical Content Knowledge (TPACK) Understanding Profile

This research aimed to assess teachers' understanding of the Technological Pedagogical Content Knowledge (TPACK) structure and investigate whether TPACK components differ based on gender characteristics. The research method used was a cross-sectional survey, a quantitative approach aimed at examining a condition at a specific point in time and exploring relationships between variables. Respondents were randomly selected from 102 teachers spread across Lombok Island, comprising 48 female teachers and 56 male teachers. The research instrument utilized a TPACK questionnaire measuring CK, PK, TK, TPTCK, and TPCK, adapted from Liang et al., 2013. The analysis results indicated that teachers demonstrated a solid understanding of Content Knowledge (CK) and Pedagogical Knowledge (PK), signifying a strong grasp of the taught material and effective teaching techniques. However, concerning Pedagogical Content Knowledge (PCK), their understanding of how to teach specific content required further attention. Nevertheless, they exhibited a robust understanding of Technological Knowledge (TK), Technological Pedagogical Content Knowledge (TPTCK), and Pedagogical Content Knowledge (TPCK), although the level of understanding in TPCK was slightly higher than TPTCK. Meanwhile, the gender-based analysis showed significant differences in TPACK understanding between the genders in the TK, TPTCK, and TPCK components, but no significant differences were observed in the PK, CK, and PCK components. This highlights the importance of understanding gender differences related to specific aspects of technology, education, and content knowledge. Further research or in-depth analysis is needed to comprehend the underlying factors causing these differences and their implications within the educational context and curriculum development.

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability for Prospective Chemistry Teacher Students and Chemistry Teachers: A Literature Review

Mastering ICT is a prerequisite for teachers in the 21st century, and this is consistent with the TPACK framework that a teacher or aspiring teacher needs to be equipped with. Technological, pedagogical, and content knowledge (TPACK) is a conceptual framework that combines components that include three types of knowledge that teachers need to master, namely technological, pedagogical, and content knowledge. TPACK is a framework that seeks understanding the relationship between pedagogical and technological knowledge. In TPACK, teachers' knowledge of integrating technology into learning makes learning effective and efficient. This study aimed to observe the Technological Pedagogical Content Knowledge (TPACK) ability of prospective chemistry teachers and chemistry teachers. The research method used a literature study in the form of an analysis of various literature derived from national and international articles in accordance with the research objectives, namely 33 articles on the ability of Technological Pedagogical Content Knowledge (TPACK) of prospective chemistry teachers and chemistry teachers. The results showed that the components of TK, PK, TPK, TCK, and TPACK owned by prospective chemistry teachers and chemistry teachers were in the sufficient category. The TPACK abilities of chemistry teacher candidates and chemistry teachers still need to be improved in several aspects of content mastery, pedagogy, and technology. Developing TPACK abilities requires a long process to acquire new sources of skills and knowledge needed to form professional teachers.

Mapping TPACK Components in Implementing Edupreneur-Profiled Curriculum at Teacher Training and Education Institutions in Aceh

This research aims to explore the mapping of Technological Pedagogical Content Knowledge (TPACK) components of instructors in implementing the Edupreneur-profiled curriculum in Islamic Higher Education Institutions (PTKI) in Aceh. The researchers employed interview methods, observations, and document reviews involving three heads of study programs and six instructors from three PTKIs (Islamic Higher Education Institutions) in Aceh, namely UIN Ar-Raniry, IAIN Lhokseumawe, and STAIN Teungku Dirundang Meulaboh. The data analysis was conducted interactively. Instructors teaching Edupreneurship-profiled courses have successfully integrated Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TCK), and Technological Content Knowledge (TPK) as components of TPACK in their teaching practices. This research contributes to mapping these components, thereby aiding instructors in effectively implementing the entrepreneurship-profiled curriculum. In conclusion, this research provides valuable insights into the effectiveness of Open Educational Resources (OER) on creative thinking within the context of science subjects, filling a notable gap in the existing literature and offering a foundation for further exploration in educational practices.

Profile of Technological Pedagogical Content Knowledge (TPACK) on Pre-Service Teachers in Higher Education

This research aims to determine the Technological Pedagogical Content Knowledge (TPACK) profile of pre-service teachers at the Economics Education Study Program at Jenderal Soedirman University. The research approach used is quantitative with a survey research design type. The population is 3rd, 5th, and 7th-semester students and the sample is 111. To measure TPACK, 50 statements have been prepared based on the indicators of each TPACK component and are declared valid and reliable. Data were analyzed using descriptive statistics. The research results show that the seven components of TPACK are classified as good, two components are more prominent, namely TK and TCK, while the lowest component is CK. These results provide input that in the lecture process there needs to be emphasis on mastering the material and integrating technology into learning.

The Integrations of Elementary Science Teachers’ Technological Pedagogical Content Knowledge Components during COVID-19: Teaching Electric Circuits and Circuit Diagrams

The Integrations of Elementary Science Teachers’ Technological Pedagogical Content Knowledge Components during COVID-19: Teaching Electric Circuits and Circuit Diagrams

Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom

In recent decades, the integration of technology, particularly data logging, has become a cornerstone of effective science teaching, placing increased emphasis on the cultivation of teachers’ Technological Pedagogical Content Knowledge (TPACK). While the TPACK framework has garnered attention in science education, limited research has explored the interplay of TPACK components within a constructivist context, particularly in the context of data-logging-supported chemistry class. To bridge this research gap, this study conducted a comprehensive survey on TPACK with 181 pre-service chemistry teachers, probing their TPACK as it pertains to data logging. Results from both exploratory and confirmatory factor analyses underscored the reliability and validity of the survey instrument. Subsequently, structural equation modeling was employed to illuminate the intricate relationships among various facets of TPACK. Findings suggested a sequential developmental pattern within TPACK, with teachers’ Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Pedagogical Content Knowledge (PCK) all exerting a positive influence on their overall TPACK. Moreover, this study unveiled a significant correlation between pre-service chemistry teachers’ data-logging TPACK and their capacity for design thinking. Interestingly, gender differences in TPACK were negligible. In light of these findings, this study not only contributes to our understanding of TPACK development but also has practical implications for nurturing pre-service chemistry teachers’ proficiency in TPACK when using data-logging.

The interplay of TPACK, self-efficacy, and career motivation among economics teachers: a mediation analysis

Problem and aim. The paper emphasizes self-efficacy in education and career choice. Self-efficacy and a willingness to learn are the main differentiators in competitive human resource development in the digital age. A school's competence and graduates' potential determine its success. The paper investigates how selfefficacy (EK) mediates Technological Pedagogical Content Knowledge (TPACK) and career choice motivation for economics teachers. Technology, pedagogy, and economics content knowledge (TPACK) are taught separately and together to undergraduate economics education students. In the post-COVID-19 era, where technology is vital to education, the research is relevant to assessing college students' TPACK competencies. The study aims to clarify the relationship between TPACK, self-efficacy, and career choice motivation in economics education students by evaluating the self-efficacy mediation model. Material and methods. The study used a conceptual modeling research design with a quantitative approach, examining four observational variables such as TPACK, self-efficacy as a prospective teacher as the exogen variable, and career choice motivation as an economics teacher as the endogen variable. This research involves 346 students in Java, Indonesia, using the CB-SEM analysis to identify the TPACK components and students' selfefficacy as prospective teachers. The result of the study. The study discovers a substantial relationship between TPACK, self-efficacy, and career choice motivation, with an index of goodness of fit of RMSEA = 0.021, ChiSq/df =1.146, CFI = 0.966, and TLI= 0.965 considered acceptable. The indirect effect test of the relationships between TPACK and career choice motivation as an economics teacher (b = 0.064, p = 0.022) reveals that self-efficacy mediates the relationship between TPACK and career choice motivation as an economics teacher. The results confirm that TPACK has a significant relationship with career choice motivation as an economics instructor, both directly and indirectly through selfefficacy mediation. Conclusion. The differences show that the TPACK components might help students, parents, and institutions evaluate the teaching and learning process. The researchers also expect the facilitators and constitutional bodies to take strategic moves to improve and develop the supporting infrastructures for education. The next fundamental questions are about the quality of technology integration and the effectiveness of college students' skills development.

Unraveling EFL Pre-Service Teachers’ TPACK through Self-Report Data

The technological revolution has changed the required knowledge and skills of teachers in facilitating the development of students’ 21st-century skills. In light of this, Technological Pedagogical Content Knowledge (TPACK) has been defined as a useful conceptual framework to help define the knowledge base needed for effective technology integration into classroom practices. However, generally, teacher professional education programs do not help teacher candidates develop TPACK. From this standpoint, the purpose of the study was to better understand the nature of pre-service English teachers’ TPACK over the professional development program named Pre-Service Teacher Professional Education (TPE) or Pendidikan Profesi Guru (PPG) Prajabatan. A survey was applied to examine 30 EFL pre-service teachers’ TPACK using self-report as the data source. The self-report was adopted from Schmid et al. (2020), and it consists of 28 items of the seven TPACK components. The results demonstrated that EFL pre-service teachers see the value of technology for teaching English. They highly perceived their TPACK competencies, especially for the TK construct (M=4.05) and the TPACK construct (M=4.08). They need more guidance on how to effectively integrate technology though. Thus, teacher professional education programs should redesign various methods of courses to provide more opportunities for pre-service English teachers to teach with technology since experiences had the most effect on beliefs.

Penerapan Technological Pedagogical and Content Knowledge (TPACK) dalam Pengajaran Keterampilan Berbahasa Arab

The development of ICT (Information, communication, & technology requires teachers to innovate and align themselves with technological developments. The teacher's ability to apply technology in learning can be seen through the teacher's TPACK (Technological Pedagogical Content Knowledge). TPACK is a theoretical framework that integrates technology, pedagogic , and subject matter in learning. This article aims to examine the elements of TPACK and its application in learning Arabic. This research is a qualitative type of research through literature study. The research stages were carried out by collecting library sources, both primary and secondary. This study carried out classification data based on research formulas TPACK is very helpful in teaching Arabic skills, because technology can complement teaching and make teaching more meaningful and interactive The implementation of TPACK in teaching Arabic skills is different for each teacher, this is influenced by the teacher's ability to master the seven components of TPACK . The more optimal the Arabic language teacher is in exploring and adding to their abilities, knowledge, and insights regarding both Arabic and TPACK, the better the teaching will be

From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching

ABSTRACT Background This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. Purpose The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers´ reflections on how to integrate digital technologies into science teaching. Design and methods After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers´ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants’ understanding of how to use digital tools when teaching a specific science topic. Results The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching. Conclusion The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching.

Contemporary Preservice Mathematics Teachers’ Technological Pedagogical Content Knowledge Levels in Perspective: Self-reported Survey

This study which is part of a project examined the perception of preservice mathematics teachers on Technological Pedagogical Content Knowledge (TPACK) levels and the relationship among the TPACK components. The research design employed was descriptive interspersed with correlational design. The population for this study was preservice mathematics teachers at the University of Education, Winneba of Ghana. The study employed the purposive sampling technique specifically homogeneous sampling technique to select level 300 mathematics teachers from the department of mathematics education of the University of Education, Winneba. In all, the level 300 (year 3) students were 183. Raosoft sample size software tool was used to determine a sample size of 125 for the study. After the determination of the sample size, simple random sampling technique was used in selecting the respondents for the study. Questionnaire was used as instrument to collect data. Data collected were analysed quantitatively. Results showed that: (i) the perceived knowledge level of the preservice mathematics teachers on TPACK and its components were moderate and high; (ii) there were positive relationships among the components of TPACK, and all of the relationships were statistically significant. Recommendations were thereof made accordingly.

Integration of Technological Pedagogical Content Knowledge Components and Inventive Skills among Malay Language Teachers

This study focuses on the components of Technological Pedagogical Content Knowledge (TPACK) and Inventive Skills (IS) among secondary school Malay language teachers in Malaysia. TPACK is eight elements related to teacher knowledge to integrate technology, pedagogy and content components in a subject. Meanwhile, IS is a skill dimension that needs to be mastered by Malay language teachers in Malaysia. IS marks one of the most important parts of 21st century skills. Malay language teachers need to be sensitive to every transformation in the national education system in order to be in line with current needs. Therefore, this study tries to analyze the influence of TPACK components on IS among Malay language teachers. This study uses a survey research design and the study sample consists of 400 Malay language teachers of national secondary schools in Malaysia who were selected using a stratified random sampling technique. This study conducted Partial Least Squares-Structural Equation Modeling (PLS-SEM) analysis through SmartPLS 3.0 software. Overall, these eight components of TPACK can be important predictors of IS among Malay language teachers. In addition, this study also provides a clear picture to all Malay language teachers in Malaysia regarding proactive measures to master TPACK and IS components comprehensively. The knowledge and teaching skills possessed by teachers will develop in line with their experience in the national education system. Therefore, TPACK components, namely technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and contextual knowledge will be able to further highlight the teacher's IS during the teaching and facilitation process in the classroom especially among Malay language teachers in Malaysia.

Validation Instrumentation and Measurement of Technological Pedagogical Content Knowledge (TPACK) for Teachers

The aim of this study was to develop and verify a questionnaire to evaluate the demand for technological pedagogical content knowledge (TPACK) measurement towards teachers, as there is a demand in the TPACK components domain to amplify their capability in education, such as technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. This study added two new components such as technological pedagogical content knowledge and contextual knowledge. Questionnaire verification was performed through literature review, and content verification was performed by experts, concluded by a factorial and reliability verification. The instrument was implemented with 400 teachers who teach Malay language subject at Secondary school in Malaysia. The verified questionnaire had eight components, and the dependability of the instrument was quantified using Cronbach’s alpha coefficient, with a scale comprising eight subscales: technological knowledge (.934), pedagogical knowledge (.963), content knowledge (.967), pedagogical content knowledge (.975), technological content knowledge (.966), technological pedagogical knowledge (.979), technological pedagogical content knowledge (.969), and contextual knowledge (.955). Eight components were analysed using confirmatory factor analysis (CFA) to determine the credibility of the structure. The results showed that the eight-factor variable model fits well and met the requirements of goodness of fit indices (>.90) and RMSEA (. The knowledge and teaching skills possessed by teachers will grow in line with their experience in national education arena. Therefore, the validation of instrumentation was to measure and determine the components of TPACK, which are technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and contextual knowledge for teachers.

Technological Pedagogical Content Knowledge of Pre-Service Biology Teachers on Protein Synthesis

In this study, it is examined that the Technological Pedagogical Content Knowledge (TPACK) of pre-service biology teachers on protein synthesis. The study was carried out with 8 pre-service biology teachers. This research used a semi-structured interview form, open-ended content knowledge test, lesson plan, and lesson plan evaluation form as data collection tools. Data were analyzed simultaneously within the scope of TPACK components and evaluated together. Data were analyzed with MAXqda, a qualitative data analysis program and evaluated by the content analysis method. As a result of the research, it is defined that pedagogical, technological and technological pedagogical knowledge of pre-service biology teachers is partially sufficient. Also, it is determined that their content knowledge of protein synthesis is insufficient, and there are essential knowledge deficiencies and misconceptions. Since their content knowledge of protein synthesis is insufficient, they could not explain how to use their pedagogical knowledge to teach the topic.Nonetheless, despite their technological and pedagogical knowledge being sufficient separately, they have difficulty integrating technological knowledge with teaching content. Therefore, it is thought that it would be beneficial to refer more about which technologies, at which stages of the teaching process, for what purposes, and how they can be used in the content of the education courses in the biology teaching program and to enable pre-service teachers to practice on this subject. In addition, there is a need to eliminate the misconceptions of pre-service teachers from secondary education and before and to improve their content knowledge. For this reason, it is recommended to add courses to the teacher education program as applications of the related field courses, in which pre-service teachers will be able to explain the knowledge they have learned in the classroom to their other friends. Thus, it is thought that the information they have learned will be more permanent, and they will be aware of their own and their friends' deficiencies and misconceptions while explaining.

Fostering TPACK in pre-service physics teachers during the covid-19 pandemic

The pandemic situation forces the educational system to respond to a variety of issues. During the pandemic, it’s essential to learn more about Technological-Pedagogical-Content-Knowledge (TPACK) and how it can be incorporated into pre-service physics teacher preparation. This qualitative research collects data from ten online teaching videos and ten offline teaching videos of 20 pre-service physics teachers. This study attempts to comprehend the appearance of each TPACK component by analyzing the videos with an observation sheet. The observation sheet explored seven components of TPACK, which are Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical and Content Knowledge (PCK), Technological and Content Knowledge (TCK), Technological and Pedagogical Knowledge (TPK), and the last is Technological, Pedagogical and Content Knowledge (TPACK) itself. The result showed that pre-service teachers were determined good TPACK skills, but lacked in certain components. From the result, in both online and offline microteaching, participants rarely showed their TPK. In online activities, it is also seen that participants were faced difficulties in applying their PCK. The different nature of online and offline microteaching drives the need for teacher education institutions to plan and implement microteaching in the pedagogical courses to improve pre-service teachers’ TPACK in both situations.