Exploring Awareness for Technological Pedagogical and Content Knowledge (TPAC) in Pre-Service Teacher Education Programme

Authors

  • Seema Rani Thappa Research Scholar, Department of Educational Studies, Central University of Jammu, Jammu, India.
  • J N Baliya Associate Professor, Department of Educational Studies, Central University of Jammu, Jammu, India

DOI:

https://doi.org/10.52634/mier/2021/v11/i1/1765

Keywords:

Prospective Teachers, TPACK, Teacher Education

Abstract

The purpose of the present study is to explore the prospective teacher’s awareness about Technological Pedagogical and Content Knowledge (TPACK) framework in their ongoing teacher education programme. The sample comprised 80 B.Ed. students from two colleges of Jammu division and 20 M.Ed. students from one prominent university of the Jammu division. The investigator employed a self-constructed semi-structured tool as per the objective of the study. The study employed a descriptive exploratory design. The findings revealed that both at UG and PG level, students have individualised knowledge about technology, pedagogy and content but, the least number of students were familiar with this framework. The study included some concrete suggestions and recommendations for meaningful integration of Technology-mediated pedagogy in the ongoing teacher education programme at the regional and national level. The findings of the study help in strengthening the policy formulation for teacher education in the current perspective.

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Published

2021-05-15

How to Cite

Thappa, S. R. ., & Baliya, J. N. (2021). Exploring Awareness for Technological Pedagogical and Content Knowledge (TPAC) in Pre-Service Teacher Education Programme. MIER Journal of Educational Studies Trends and Practices, 11(1), 1–14. https://doi.org/10.52634/mier/2021/v11/i1/1765

Issue

Volume 11, Issue 1, May 2021

Section

Articles

License

The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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