A Study on Technological Pedagogical and Content Knowledge among Teacher-Educators in Punjab Region
Thursday, March 21 3:00-3:30 PM Location: Sunset 1
Abstract: In recent years, researchers revealed that effective ICT integration requires teachers to gain proficiency of technology, content, pedagogy, and the intersection of these known as TPACK (Mishra & Koehler, 2006; Archambault, & Crippen, 2009). TPACK competencies are very fruitful in making teaching learning process an ecstatic experience as it would make notable changes in the interaction pattern of educators. The purpose of this study was to assess the Technological Pedagogical and Content Knowledge (TPACK) competencies among teacher-educators in teaching training colleges in the state of Punjab, (India). A five-point Likert scale constructed and validated by the researchers was used in the present study. Instrumental survey method was practiced as a tool for the present research. A random sampling technique was employed in the selection of sample of as many as 200 teacher-educators working in different teaching-training colleges in the state of Punjab, (India). The collected data was analyzed by using SPSS 22.0 software. The findings of the study show that the technological pedagogical and content knowledge (TPACK) competencies have found high in the teacher-educators of Punjab region. The findings of the study also reveal that there are statistically significant differences in the (TPACK) competencies of teacher-educators with respect to gender, locality of college, stream and type of colleges.