Evaluating the competencies of university teachers in content, pedagogical, and technological knowledge

Abstract

This paper reports the findings of the university teachers’ competencies on content, pedagogical, and technological knowledge based on TPACK model. Infomed by the cross-sectional research design, this research applied structural equation modeling and machine learning as the major statistical tools to analyse the data derived from self-administered survey and qualitative narratives of the 405 teachers involved in teacher education programs at 23 community and constituent campuses of Tribhuvan University, Nepal. Among the six types of knowledge viz. content, pedagogical, technological, content-pedagogical, technological-content, and technological-pedagogical knowledge observed, technology-related knowledge is found comparatively inadequate in the teachers. Since technological knowledge is the main predictor among these types of knowledge, it should be integrated in instructional planning, learning management system, and use of the digital devices.