Enhancing Teaching Skills among Pre-Service Teacher through TPACK Framework

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Date
2022-09
Authors
Deshmukh, Narendra
Shrouty, Vinita
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Publisher
Commonwealth of Learning (COL)
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Abstract
PCF10 Sub-theme: Inspiring Innovations // Studies have indicated that teachers are not efficiently trained in the use of technology. Though various learning technologies have become available in schools, teachers are not using them for instructional purposes. Hence the researchers developed a programme for improving the knowledge of the Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers in a college of education in Maharashtra, India. The purpose of this study was to conduct an experimental study of the use of TPACK intervention programme in updating TPACK of pre-service teachers. The study employed a single group pre-training and post-training quasi-experimental design methodology for collecting quantitative data from a sample of 42 Pre-service teachers who were the purposive sample for the study. Data was collected using survey questionnaires, interviews and lesson plans. The study found Statistical significant differences between the scores of pre and post tests. The results indicated significant improvement among pre-service teachers’ TPACK. These results suggest that opportunities should be created for pre-service teachers to get acquainted with the TPACK framework during their lesson planning and practice. Further investigation will also help us to understand more about how we can help our future teachers to develop micro-teaching skills using the TPACK framework to plan and implement their lessons effectively. // Paper ID 7171
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TPACK Framework, TPAC intervention programme, Lesson plan, Pre-service teacher education
Country
India
Region
Asia
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