Challenges to the pre-service teachers and enabling their TPACK knowledge during B.Ed. degree program of AIOU, Pakistan
DOI:
https://doi.org/10.47264/idea.lassij/6.1.14Keywords:
professional development, pre-service teachers, professional education, technology integration, technology-integrated teaching, teaching and learningAbstract
Every program that trains future teachers is different with its own techniques for assisting pre-service teachers in developing their TPACK (technological pedagogical content knowledge) knowledge and skills. Present study assessed pre-service teachers’ professional knowledge and teaching abilities in relation to the AIOU B.Ed. (1.5-year) degrees that they had earned. According to the findings of the survey, student-teachers who intended to pursue careers in the field of mathematics showed the lowest mean regarding their levels of pedagogical ability. The student-teachers in the reading domain, however, obtained the highest mean score for pedagogical expertise out of all five participant groups. This was due to the fact that they had the most experience teaching staff. Students who were planning as English teachers had the lowest mean ratings for their technological ability. The evaluation of teachers’ perceptions of their understanding of the TPCK's components found that the PK (pedagogical knowledge) and PCK (pedagogical content knowledge) performed the best overall of all the components. Interviews with the twenty future teachers elicit their perspectives and challenges in the teaching profession. Pre-service teachers do not obtain an adequate amount of technical education training during B.Ed program. They had very low experience regarding technology-integrated teaching and learning.
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