Awareness of Pre-Service Teachers Technological Pedagogical Content Knowledge for Instruction in Universities in Ogun State
DOI:
https://doi.org/10.26877/jettle.v1i1.1831Keywords:
Technological Pedagogical Content Knowledge, Pre-Service Teachers, Technology Integration, Teacher EducationAbstract
This research investigates the awareness of Technological Pedagogical Content Knowledge (TPACK) among pre-service teachers in Ogun State, Nigeria universities. Understanding how future educators perceive and utilise technology is crucial for effective teaching and learning in the context of increasing technological integration in education. The primary purpose of this study was to assess the availability of technology resources, evaluate pre-service teachers' awareness of TPACK, and explore potential gender differences in awareness levels. A descriptive survey research design was employed, involving a sample of 150 pre-service teachers from various education faculties, selected through stratified random sampling. Data were collected using a structured questionnaire that assessed the availability of technological resources and the participants' awareness of TPACK. The findings revealed a significant gap in the availability of essential technological resources, with many tools lacking for effective TPACK development. However, participants exhibited a high level of awareness regarding TPACK concepts, indicating their understanding of technology's role in enhancing pedagogy. Notably, no significant gender differences in TPACK awareness were found. In conclusion, while pre-service teachers demonstrate a commendable awareness of TPACK, the scarcity of technological resources hampers their readiness to integrate technology effectively. This research contributes to the ongoing discourse on teacher education by highlighting critical gaps in resource availability and emphasising the need for enhanced training and support for future educators, ultimately aiming to improve the quality of education in Nigeria.
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