Investigating technological pedagogical content knowledge competencies among trainee teachers in the context of ICT course

Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework developed over a decade ago is still valid and applicable in educational contexts when dealing with the use of technology in teaching and learning. With widespread availability of devices and prolific use of technology among students, teachers need to be conversant with various technologies that can be integrated and enhance the teaching and learning process. Most teacher education programmes equip trainee teachers with the integration of technology in the lessons and introduce them to instructional design that would align to the curriculum and make their teaching attractive and effective. It is important to establish the level of TPACK among trainee teachers and prepare them appropriately with necessary domain of knowledge to enable them to function well in future classrooms. This study was conducted with trainee teachers to determine the validity and reliability of the TPACK questionnaire and to identify trainee teachers’ perceived pathways to TPACK. Data were analysed using the maximum likelihood estimation (MLE) procedure, and the measurement model was assessed using confirmatory factor analysis (CFA). The structural model was developed and the path coefficients and their statistical significance were tested to determine the correlations between TPACK competencies.