Examining the Technological, Pedagogical, and Content Knowledge (TPACK) of Pre-Service Social Studies Teachers

Abstract

The study examined the preparedness of pre-service Social Studies teachers to assume the role of a beginning teacher at the secondary level using the Technological Pedagogical and Content Knowledge (TPACK) framework. The study also sought to determine the factors that influenced the development of TPACK among these teachers as they teach the Social Studies subject. This case study employed mixed methods research, specifically the convergent parallel design among 43 fourthyear pre-service teachers engaged in the practice teaching course of Alonso Teachers College in Laguna. The mixed-method design was used to address the limitation of self-report measures in terms of accurately measuring the respondents’ knowledge of the seven domains of TPACK. The quantitative data was collected using a modified TPACK survey instrument while the qualitative data was gathered using open-ended questions and focus group discussions.

The result of the study showed that the perceived level of knowledge of the seven domains of TPACK is adequate. Among the seven domains, PK had the highest mean score followed by TPK, PCK, TCK, TK, and CK are the three domains that have the lowest overall mean. The development of TPACK among the respondents was influenced by the mode of instruction, ICT infrastructure, teacher factor, field study and teaching internship, and personal characteristics.