Technological Pedagogical Knowledge Research Articles

Quality Education: Practicality of the 3CEL Learning Model to Improve the Tpack of Preservice Chemistry Teachers For SDGs

Objective: This research aims to analyze the practicality of the 3CEL (cretive collaborative with critical experience) learning model in improving the TPACK of preservice chemistry teacher students. Theoretical Framework: This research refers to the concepts of TPACK (Technological Pedagogical Content Knowledge), 3CEL learning model, sustainable development goals (SDGs), constructivism in learning, TPK (Technological Pedagogical Knowledge), chemistry education theories, technology integration in education, professional development in teacher education, active learning and student-centred approaches, and blended learning. Method: This study is part of the research on developing the 3CEL learning model to improve the TPACK of prospective chemistry teacher students. This study reviews the practicality of the 3CEL learning model from the implementation aspect and the activities of preservice chemistry teachers during the implementation of the 3CEL learning model. Results and Discussion: The research results show that the five stages of the 3CEL learning model, namely orientation, collaborative planning, presenting, simulation, and critical experience-based reflection can be implemented correctly and reliably, and there are no obstacles that cannot be overcome. In general, student activities relevant to the 3CEL learning model have increased at each meeting. Research Implications: The practical achievements of the 3CEL learning model can be a new parameter in improving the quality of education and have great potential to support the achievement of various SDG goals, especially in the context of quality education (SDG 4). By mastering the integration between technology, pedagogy, and content, teachers can teach students more effectively while introducing global issues and sustainability. Originality/Value: This study is expected to provide practical solutions for preservice chemistry teachers in developing their TPACK competencies, so that they can become more prepared and competent teachers. The results of this study are expected to contribute to the development of more effective learning models in the context of chemistry education. This study can provide new insights into practical approaches in developing TPACK competencies, which can be applied in various other educational contexts.

Bridging theory and practice: the effects of experiential learning-based simulation training on technology integration competency among pre-service teachers

We investigated the impact of simulation training for technology integration (ST2I) on technology integration competency among pre-service teachers. A quasi-experiment was conducted in a 15-week undergraduate course with 45 pre-service teachers. Participants were assigned to experimental and control conditions. Those in the experimental condition received training with ST2I, whereas those in the control condition received conventional training. ST2I enabled the participants to experience, reflect, conceptualize, and act on three common technology integration scenarios in classrooms, following the experiential learning model designed by Kolb and Kolb (2009). The participants in the experimental group showed higher self-efficacy in using technologies for teaching and technological pedagogical knowledge than their counterparts in the control group. In addition, they showed a better understanding of technology integration in lesson plans and more effective approaches to engaging students through technology in self-recorded videos than the control group.

The Application of TPACK Model in Teachers’ Teaching Practices: A Study on Integration and Effectiveness

The integration of technology into teaching practices is critical for fostering 21st-century skills such as critical thinking, creativity, and digital literacy. This study investigates the application of the Technological Pedagogical Content Knowledge (TPACK) framework among Tamil-medium school teachers in the Jaffna Educational Division, Sri Lanka. The research focuses on three objectives: assessing teachers’ self-reported knowledge and practices in technology integration, identifying challenges and barriers to its implementation, and examining the influence of TPACK components on classroom effectiveness. Data were collected from 142 teachers using structured questionnaires and classroom observations, analyzed through descriptive and inferential statistics. Findings revealed that while teachers displayed strong Pedagogical Knowledge (PK, mean = 4.2) and Content Knowledge (CK, mean = 4.1), their Technological Knowledge (TK, mean = 3.8) and integration skills (TPK = 3.9, TCK = 3.7) were moderate. Correlation analysis demonstrated significant positive relationships between TPACK components and teaching effectiveness, with Pedagogical Content Knowledge (PCK, r = 0.75) and Technological Pedagogical Knowledge (TPK, r = 0.73) showing the strongest correlations. Challenges identified included insufficient resources (58%), lack of training (42%), and limited preparation time (37%). Additional barriers unique to Tamil-medium schools included language constraints and cultural resistance to change. Classroom observations confirmed that teachers with higher TPACK competencies effectively engaged students through technology-enhanced practices, demonstrating improved lesson structure and student interaction. The study concludes that while teachers possess strong foundational teaching competencies, targeted professional development programs and localized digital resources are essential to enhance technology integration. Addressing infrastructural deficits and providing institutional support are crucial for overcoming barriers and ensuring equitable access to technology-enhanced education. These findings provide actionable insights for fostering effective technology integration in Tamil-medium schools, contributing to improved student outcomes in resource-constrained contexts.

Teachers Competencies for Pedagogical Practice in Special and Inclusive Education Towards the Development of TPACK Framework

Abstract: This study aimed to determine the profiles and competency levels of Special Education Teachers (SpEdT) and Receiving Teachers (ReT) in applying the TPACK framework to facilitate learning in an inclusive setting. It assessed the components of the TPACK framework that required improvement based on the teachers' competencies and examined the significant relationship between the teachers' profiles and their competency in applying the TPACK framework. The findings served as the basis for a teacher development plan for the 2024–2025 school year in selected public schools in the Tri-City area of Metro Cebu that offered Special and Inclusive Education (SIE) programs. The study employed varied research designs, including cross-sectional, correlational, and descriptive correlation approaches. The collected data were analyzed using frequency, weighted mean, and Chi-square tests. The research found that most respondents were female, aged 44 to 53, married, and pursuing a master’s degree, with 13 to 18 years of experience in managing 11 to 20 learners, primarily those with intellectual disabilities, autism spectrum disorders, or orthopedic disabilities, in self-contained classrooms. While all TPACK components were rated as "Competent," only Pedagogical Knowledge (PK) was rated as "Highly Competent," whereas Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK) received lower scores. The study found no significant relationship between most profile factors and TPACK competencies. However, the sex of the teachers was significantly related to their Content Knowledge (CK) competency, while Pedagogical Content Knowledge (PCK) and Technological Pedagogical Knowledge (TPK) were significantly related to civil status. Additionally, the type of class assignment had a significant relationship with CK competency. Overall, SpEdT and ReT teachers were considered competent in applying the TPACK framework for inclusive education. The study recommended implementing a development plan that included professional development, partnerships, and ongoing competency monitoring

From Measuring to Action: The Next Steps in Physics Teachers’ Technological Pedagogical Content Knowledge

The Technological, Pedagogical Content Knowledge (TPACK) model serves as a comprehensive conceptual framework that delineates the essential knowledge domains teachers must possess to effectively integrate technology within educational settings. By synthesizing technological knowledge, pedagogical knowledge, and content knowledge, TPACK empowers educators to create innovative, engaging, and meaningful learning experiences that cater to diverse student needs. Extensive research has indicated that teaching practices informed by the TPACK framework can significantly enhance student motivation, foster critical thinking skills, and improve overall academic performance. Moreover, the successful implementation of TPACK is contingent upon several critical factors, including ongoing professional development opportunities for educators, the availability of adequate technological resources, and the cultivation of a supportive school culture that encourages collaboration and experimentation. A recent paper presents, the results of a quantitative study conducted using the TPACK questionnaire. Data are collected utilizing the database of the Association of Physics Teachers of Georgia. Confirmatory factor analysis for the constructs’ reliability is conducted. The results of the factor analysis are grouped into four factors, which differ from those in other studies and are discussed below. Based on these findings, recommendations are provided for the improvement and integrating technology into physics teacher education.

Education for Sustainable Development Based of Technological Pedagogical and Content Knowledge using Mixed-Methods Approach in Physics Teaching

Sustainable development aims to raise the standard of living for present and future generations. The Sustainable Development Goals (SDGs) are a set of 17 objectives related to sustainable development. Education for Sustainable Development, or ESD, is one initiative to achieve the SDGs. Presenting the findings of literature research on the features and use of ESD in science education is the goal of this paper. The primary source material for this literature study came from seven publications published in different journals. This study utilized a mixed-methods approach with a concurrent triangulation design involving questionnaires, interviews, and FGDs with 78 physics teachers. The TPACK scores showed a mean of 3.10, with the highest score in Attitude (3.27) and the lowest in Inquiry (3.04). The analysis's findings indicate that 1) Eight critical competencies are thought to be crucial for promoting sustainable development. 2) Learning tools, learning media, and learning models are ways ESD can be included in science education. These findings demonstrate that integrating ESD capabilities into science instruction can promote sustainable development and help attain the SDGs. The results highlight the need for targeted training in inquiry-based approaches and technology integration to enhance ESD implementation in physics education.

AI Integration in Biology Education: Comparative Insights into Perceived Benefits and TPACK among South African and Indonesian Pre-service Teachers

Abstract The integration of Artificial Intelligence (AI) in biology education offers transformative potential, yet teacher preparedness for AI remains under-researched. This study explores the perceived benefits of AI integration and self-reported Technological Pedagogical Content Knowledge (TPACK) among pre-service biology teachers from a South African university (n = 62) and an Indonesian university (n = 51). Using a comparative survey design, data were collected via an online questionnaire. Indonesian participants reported higher Technological Knowledge and Technological Pedagogical Knowledge levels, though both groups viewed AI integration positively, with no significant differences in perceived benefits. Among Indonesian participants, Technological Knowledge strongly correlated with perceived benefits, especially for peer collaboration. These findings highlight the importance of tailored teacher training and equitable technological resource allocation to enhance AI integration in biology education. The study underscores the critical role of technological and pedagogical knowledge in fostering positive attitudes toward AI adoption in diverse educational settings.

Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study

One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teachers’ Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) over one semester. Secondly, we evaluate the impact of various teaching strategies aimed at fostering these professional digital competencies, as conceptualized by the Synthesis of Qualitative Evidence (SQD) model. Our sample comprised 308 pre-service teachers (30% male students; x¯age = 23.29) from one German University attending different seminars (N = 40). Utilizing latent-change score models and bi-factor exploratory structural equation models, we indicated no significant overall change in TPK and TPACK across seminars. Taking into account the SQD teaching strategies and students’ satisfaction with these, not single teaching strategies but the orchestration of these strategies significantly positively impacted the development of pre-service teachers’ TPK and TPACK across seminars within a semester. These findings highlight the importance of employing various teaching strategies in pre-service teacher education to enhance pre-service teachers’ TPK and TPACK.

The learning strategy for biodiversity concept: Pedagogical analysis based on technological pedagogical and content knowledge

Sustainable Development Goals (SDGs) emphasize quality education and environmental protection. Biodiversity education in Phase E requires students to solve problems related to biodiversity. However, complex terminology and limited learning tools create challenges. This research aims to analyze effective learning strategies for teaching biodiversity using a TPACK framework. The method used in this research is a literature review carried out systematically by PRISMA. The analysis will map pedagogical approaches, content based on CoRes analysis, and technological aspects. Findings will inform the development of effective learning strategies for high school biodiversity education, contributing to achieving SDGs, particularly SDG 15 on terrestrial ecosystems. The finding shows that The use of CoRes to narrow down the information is required to instruct students and promote the attainment of the 15th SDG goal. Based on the findings of the analysis, the pedagogical review of the approach used, namely local wisdom, the field trip method, and the discovery learning model, as well as the use of technology to assist students in identifying PlantNet, Picture This, and iNaturalist, is considered effective to be implemented in learning biodiversity material.

Physical Education Pre-Service Teachers as Design Thinkers: Exploring the Role of Divergent and Convergent Thinking and TPACK

A growing number of studies indicate the Design thinking (DT) can effectively contribute to teachers’ knowledge, and developing pre-service teachers’ 21st century competencies requires that teachers consider how to apply technological pedagogical and content knowledge (TPACK) through the DT process. The main purpose of this study was to investigate the DT of Chinese physical education pre-service teachers (PEPTs) and its relationships with TPACK. Two questionnaires were used to collect data from 316 pre-service teachers. The validity of the questionnaires were determined through confirmatory factor analysis. The findings showed significant positive correlations between all DT factors and TPACK. The path analysis showed that divergent thinking can predict technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. It is worth noting that convergent thinking was also found to predict technological content knowledge. These findings suggest DT plays a key role in enhancing PEPTs' TPACK, particularly through divergent thinking processes. This study highlights the importance of incorporating DT into physical education teacher education programs to foster PEPTs' ability to integrate technology effectively in the teaching practices.

Effect of Technological Pedagogical and Content Knowledge Framework based Capacity Building Programme Module (CBPM) on Teaching Aptitude of Pre-Service Teachers

Technology integration in education transcends the mere implementation of technological artefacts, encompassing theoretical frameworks and evidence-based research findings to enhance pedagogical practices rather than being limited to the rudimentary application of computer hardware and software in instructional delivery. This study employed a quasi-experimental methodology, utilising a pre-test/post-test equivalent group design incorporating the Solomon four-group paradigm to generate quantitative data from pre-service teachers enrolled in undergraduate teacher education programmes. Statistical analyses, including descriptive measures of means, standard deviations and standard errors of means, demonstrated a significant favourable influence of a Technological Pedagogical and Content Knowledge (TPACK) framework-based capacity-building programme Module on the teaching aptitude of pre-service teachers.

Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective

ABSTRACT The primary aim of this study was to investigate the construct validity of a survey focussing on the use of technology and teaching techniques to promote religious moderation, employing exploratory factor analysis (EFA). A total of 116 educators, who teach character development courses, were recruited to participate in the study. The developed instrument is based on the Technology Pedagogical Content Knowledge (TPACK) framework and has been validated through expert and cognitive interviews with religious education lecturers. The study’s results demonstrate that participants were able to discern conceptual distinctions between TPACK domains. Four factors were identified: TPACK, Pedagogical Content Knowledge (PCK), Technological Knowledge (TK), and Pedagogical Knowledge (PK). TPACK encompasses both Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK), while PCK includes Content Knowledge (CK). Additionally, Rasch statistical analysis was employed to determine that the instrument measures a single latent variable, namely religiously moderated TPACK, with high reliability based on the fit of the scale to the Rasch model. The statistical data from the EFA and Rasch analyses suggest that this survey can serve as a valuable tool for researchers and educators interested in exploring TPACK within the context of religious moderation.

Harnessing AI

Integrating digital tools in education is essential for innovative teaching and learning (Msafiri et al., 2023). However, their mere availability does not ensure effective implementation. This presentation explores the development of an AI-powered chatbot designed to assist academics and learning designers in effectively using digital tools. Guided by the Technological Pedagogical Content Knowledge (TPACK) model and the Teaching Enhanced Learning Accreditation Standards (TELAS) framework, this project aims to bridge the gap between tool availability and effective usage. Effective implementation of digital tools begins with human factors, precisely the vision and expertise of educators. To achieve this, the TPACK model highlights three critical domains: technological knowledge, content knowledge, and pedagogical knowledge (Mishra & Koehler, 2006). These domains are critical to the effective and successful implementation of digital tools in the teaching-learning ecosystem. Our AI-powered chatbot leverages the TPACK model to connect educators’ pedagogical and content knowledge by conducting a needs assessment based on user-provided inputs and recommending suitable tools for enhanced teaching and learning. The chatbot interacts with users through precise, conversational inquiries, gathering detailed information on course titles, learning objectives, students' expectations, delivery methods, interaction types, desired tool functionalities, and accessibility considerations. This comprehensive approach ensures the chatbot provides well-informed, contextually relevant responses and resources to the users, thereby enhancing instructional effectiveness. By offering continuous support through our self-enrolled teaching support Canvas site, the chatbot ensures educators have access to assistance when needed, making it particularly beneficial for busy academics and learner designers. This then breaks the traditional barriers of time and place and offers users flexibility and real-time quality digital tool solutions. The chatbot knowledge base is built from a comprehensive tool document that maps each available tool at the [university name] to the TELAS framework. This framework sets rigorous standards and criteria for evaluating the quality of online environments, making it ideal for assessing tools across critical domains, including the online learning environment, learner support, learning and assessment tasks, and learning resources. By configuring this quality resource, the chatbot empowers educators to develop a deeper understanding of effectively integrating technology into their teaching practices for a successful learning experience Additionally, the chatbot provides real-time solutions on available tools, supporting continuous professional development and helping educators stay updated with the latest digital tools for their teaching needs. It offers use cases and knowledge base articles, addressing fragmented knowledge, time constraints, and technical expertise gaps, making it a valuable resource for newly recruited learning designers or academics to easily familiarise and induct themselves in the digital tool space. It offers quality assurance in tool usage by employing the TELAS framework. Moreover, the user data collection can provide insight for organising tailored training and support for academics. In conclusion, this presentation demonstrates the practical application and benefits of our AI-powered chatbot to improve digital tool integration in education. Using the TPACK and TELAS frameworks, the chatbot provides personalised support, helping educators seamlessly incorporate technology into their teaching and offering real-time recommendations to address digital tool challenges. It helps both new and experienced educators enhance their teaching, combining technology, pedagogy, and content knowledge for effective learning.

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

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.

Mapping TPACK Competency among Life Sciences Teachers in Rural and Marginalised Secondary Schools: A Descriptive Analysis

This descriptive study assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in rural and marginalized schools. The study was guided by Koehler and Mishra’s (2006) TPACK framework as its theoretical lens. Data gathered through questionnaires from 235 teachers in the Eastern Cape province, South Africa, was analysed using descriptive statistical analysis. The results unveiled a prevalent low level of TPACK competency among respondents. Moreover, an examination of individual TPACK domains, a significant mastery in non-technology-related areas such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) surfaces, underscoring the pivotal role of teaching experience in fostering foundational knowledge. Despite competency in these traditional domains, a distinct gap emerges in technology-related TPACK domains, including technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK competency. This research addresses a critical gap in educational literature by spotlighting the often-overlooked population of rural school teachers. It recommends tailored professional development initiatives to enhance teachers’ overall TPACK competency and enable them to effectively utilise technology in their teaching, thereby facilitating enhanced learning experiences.

Scrutinizing Indonesian pre-service teachers’ technological knowledge in utilizing AI-powered tools

Educators have widely adopted artificial intelligence (AI) as a product of technology to prepare teaching materials and enhance their understanding of technology integration in language teaching. As prospective teachers who may teach digital native students later, pre-service teachers must be more capable and knowledgeable in technologically-based pedagogy, materials, and assessment. This study aimed to explore English as a foreign language (EFL) pre-service teachers’ technological knowledge of utilizing AI-powered tools using the technological pedagogical content knowledge (TPACK) framework and investigate their strategies in the advanced of their technological knowledge. This mixed-method research design employed a five-point Likert scale questionnaire and a semi-structured interview as instruments to collect data. Fifty-five EFL pre-service teachers were purposively selected. Data from the questionnaire were analyzed statistically and descriptively, and data from interviews were analyzed thematically. The first findings of this study comprehensively revealed that EFL pre-service teachers exhibit a moderate level of proficiency in addressing technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK in utilizing AI-powered tools. Meanwhile, the second finding revealed that the participants employed four key strategies to advance their technological knowledge using AI-powered tools: engaging in TPD programs, collaborating with tech-savvy colleagues, staying informed about AI trends, and experimenting with AI-powered tools.

Teachers’ Competencies in Digital Integration of Learning Contents in Dynamic Classroom Practices: A Review of Teacher Professional Development Needs

Abstract Introduction: Integrating digital tools and resources into classroom instruction has become increasingly essential in modern education. As technology advances, teachers face the challenge of effectively integrating digital learning content into dynamic classroom practices. This paper explores the competencies teachers require for this task, aiming to contribute to understanding teacher professional development needs in digital integration. Purpose: This study aims to investigate the competencies required by teachers for the successful integration of digital tools and resources into classroom practices. Methods: A comprehensive literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram flow to address this aim. A total of 84 articles published from 2000 to 2024 were systematically reviewed, focusing on publications in English that addressed the professional development of teachers, technology integration into classroom practices, and digital competencies. Articles that did not meet these criteria were excluded from the analysis. Results: The synthesis of findings from the literature review highlighted the knowledge base of teachers’ professional development needs in digital integration. The review identified critical competencies for successful digital integration, including technological proficiency, pedagogical knowledge, and content expertise. Additionally, theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) and the SAMR model guided the exploration of teachers’ competencies and their implications for instructional practices. Discussion: The implications of the study’s findings extend to educational policy, teacher training programs, and classroom practices. By identifying critical competencies for successful digital integration, this study provides insights into areas for further research and teacher professional development. Moreover, the discussion delves into how these findings can inform the design of effective teacher training programs and support the development of pedagogical practices that leverage digital tools to enhance student learning outcomes. Limitations: Despite the thoroughness of the literature review process, it is essential to acknowledge certain limitations. The study focused primarily on articles published in English, potentially excluding relevant research published in other languages. Additionally, while the PRISMA diagram flow facilitated a systematic review, some relevant articles may need to be noticed. Conclusions: In conclusion, this study contributes to understanding teacher competencies required for effective digital integration of learning contents in dynamic classroom practices. The study identifies critical competencies and highlights areas for further research and teacher professional development by synthesising findings from relevant empirical studies and theoretical contributions. Ultimately, the findings have implications for educational policy, teacher training programs, and instructional practices to enhance student learning outcomes in the digital age.

University instructors’ and students’ perceptions of blended learning and perceived determinant factors

The purpose of this study was to examine the perceptions of instructors and students towards blended learning and perceived determinant factors at Jimma University. A concurrent mixed-methods research design was used. Data were collected from 145 students and 70 instructors by using questionnaires and interviews. The findings showed that both instructors and students confirmed the lack of facilities, lack of technological knowledge, and instructors’ lack of technological pedagogical knowledge. On the other hand, both instructors and students believed that the BL approach had a positive impact on students learning. In addition, the major challenges identified were teachers’ increasing workload, lack of access to internet connections, non-compliance of learners’ educational backgrounds to permit effective use of BL, non-suitability of the approach for all learning styles, slow internet connectivity, lack of organization of blended learning materials, and lack of IT knowledge. Based on the findings of the study, it is recommended that the concerned university officials give thoughtful attention to the provision of necessary facilities to implement BL and design appropriate training and capacity-building programs for university instructors and students to increase students' and instructors’ knowledge and skills in technology use. Keywords: Blended learning; challenges; determinant factors; instructors; perceptions

Online teaching competencies and teacher effectiveness in higher education: the mediating effect of perceived career support

PurposeOnline teaching competencies are critical skills required for effective teaching and learning in higher education. However, evidence regarding the impact of online teaching competencies on teacher performance and career satisfaction is minimal in the literature. This study draws on the TPACK model to understand how online teaching competencies influence teacher performance and career satisfaction.Design/methodology/approachThe study adopts a quantitative approach and collected data from 243 faculty in both public and private universities in Ghana. Structural equation modelling was used to examine the relationships among the study constructs.FindingsThe results show that the various dimensions of TPACK have a significant positive effect on teacher performance and career satisfaction. Furthermore, the mediation results reveal that neither perceived career support nor teacher attributes mediate the relationship between online teaching competencies, teaching performance and career satisfaction.Practical implicationsThis paper provides a better understanding of how context knowledge, pedagogical knowledge, pedagogical context knowledge, technology pedagogical knowledge, career support and teacher attributes affect teacher performance.Originality/valueThis study draws on the TPACK (context knowledge, pedagogical knowledge, pedagogical context knowledge and technology pedagogical knowledge) model and incorporates perceived career support and teacher attributes as essential characteristics within an emerging economy country context.

Pre-service Elementary Teachers’ Technological Pedagogical and Content Knowledge in Lesson Planning and Post-lesson Reflection Discourses on Science Classes Using Virtual and Augmented Reality Content

Pre-service Elementary Teachers’ Technological Pedagogical and Content Knowledge in Lesson Planning and Post-lesson Reflection Discourses on Science Classes Using Virtual and Augmented Reality Content