Technological Pedagogical Content Knowledge Skills: A Mixed Method Study
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 29, Issue 8
Abstract
The study aimed to describe the Technological Pedagogical Content Knowledge (TPACK) Skills of teachers. This study engaged mixed method design, utilizing convergent parallel approach. The participants of the study were the teachers from all year levels. There were 274 teachers who were randomly selected for quantitative and 10 for the qualitative which were purposively selected: According to the findings of this research, the level of TPACK skills of the teachers, it was revealed that such level was very high among them. The data analysis captured here had major relationship with highlighted variables when grouped by age and gender showed no significance difference and affirmed that teachers possessed TPACK skills on teaching. These consistencies irrespective of educations evidence the strong foundation of the TPACK skills among educators. It also points to the increased efficiency of current teacher professional development activities in preparing teachers armed with TPACK knowledge. The results from the quantitative and qualitative converged when they were being corroborated. The results confirm in this study, which stated that teachers' utilization of TPACK significantly enhances skills of the teachers.
Authors and Affiliations
Louilyn Magallanes , Jonelson Escandallo
Keywords
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- EP ID EP765454
- DOI 10.5281/zenodo.14568920
- Views 22
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