International Journal For Multidisciplinary Research

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Pre-service Teacher’s Perceptions on Technological Pedagogical and Content Knowledge (TPACK)

Author(s) H.Lalbiakzuali, Lokanath Mishra
Country India
Abstract This is 21st century, an era of aligns standardized curriculum, advanced technologies and integrated knowledge. To meet the challenges of this changing world there is a need to enhance the certain core competencies of teachers such as collaboration, digital literacy, critical thinking, problems solving and the knowledge of teaching and technology to achieve the goals of quality of education and students’ achievement. Technological Pedagogical and Content Knowledge (TPACK) is a technical framework of collective and composite knowledge required for teachers teaching practices in the classrooms with technology integration. So, in this study the perceptions of pre-service teacher’s about TPACK were assessed through cross sectional survey. Sixty-five secondary school pre-service teachers from Department of Education, Mizoram University were selected as sample of the study. A five-point Likert scale was used in this study to collect the information from the respondents. The research reveals that majority of pre service teachers has average level of professional knowledge of technology integration and its use in their teaching practices and there was no significant difference in their perceptions of TPACK with reference to their gender.
Keywords TPACK, Pre-Service Teachers, Perceptions, technology integration
Field Sociology > Education
Published In Volume 6, Issue 4, July-August 2024
Published On 2024-07-14
Cite This Pre-service Teacher’s Perceptions on Technological Pedagogical and Content Knowledge (TPACK) - H.Lalbiakzuali, Lokanath Mishra - IJFMR Volume 6, Issue 4, July-August 2024. DOI 10.36948/ijfmr.2024.v06i04.24575
DOI https://doi.org/10.36948/ijfmr.2024.v06i04.24575
Short DOI https://doi.org/gt4gg9
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