A Study on Technological Pedagogical and Content Knowledge among Teacher-Educators in Punjab Region

ID: 53775 Type: Full Paper
  1. Nimisha Beri, Associate Professor, Lovely Professional University, Phagwara (Punjab), INDIA, India
  2. Lalit Sharma, Lalit sharma, India
  3. Amit Kumar, Amit Kumar, India

Thursday, March 21 3:00-3:30 PM

No presider for this session.

In modern years, investigators revealed that efficient ICT assimilation necessitates educators to have competencies about content matter, usage of technology and how to deliver content matter by using technology along with connection of these three parts content, technology and pedagogy referred as TPACK (Archambault, L. & Crippen, 2009 ; Mishra, P. & Koehler, M. J, 2006).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 prime intent of this research was to appraise the know-how of technological pedagogical and content knowledge commonly referred as (TPACK) competencies among teacher-educators in the state of Punjab, (India). A five-point Likert scale was applied in the present study. Instrumental survey method was practiced as a tool for the present research. A random sampling method was applied in the drafting of sample of as many as 200 teacher-educators. The collected data was analyzed by using SPSS 22.0 software. The outcomes of the study show that the know-how of technological pedagogical and content knowledge commonly known as (TPACK) competencies have found high in the teacher-educators of Punjab region. The results of the research also reveal that there are statistically variances in the (TPACK) competencies of teacher-educators with respect to gender, locality of college, stream and type of colleges.


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