A Study on Technological Pedagogical Content Knowledge (TPACK), Self- Efficacy and Teaching Competency of the B. Ed students

Abstract

Based on developments in the 21st century technology has become a large part of the classroom experience. Teachers need to have an understanding of how technology can be coordinated with pedagogy and content knowledge in order to integrate technology effectively into classroom instruction. Self-efficacy beliefs toward technology also play a key role in technology integration. It has been shown that the beliefs of a teacher are closely linked to the technologies that they use and the way in which they use them. More specifically, the beliefs of a teacher with regards to their technological pedagogical content knowledge (TPACK) are pivotal in terms of using technology in the classroom because belief about their capability to use technology is a powerful predictor of their potential technology use. The investigator adopted survey method for collecting thedata. For measuring Self efficacy investigator adopted self constructed 3 point scale, The investigator prepared and validated a scale to measure teaching style. The sample drawn from the population of students belongs to B.Ed., colleges in Chennai Tamil Nadu.  The total number of sample was 300 students, 150 students were drawn from Arts major and 150 students were drawn from Science major. For analyzing the data, the investigator used Mean, SD, ‘t’ Test and Pearson’s Product Moment Correlation. The findings showed that the TPACK of teaching style and TPACK of self efficacy has no significant difference in gender, location and in knowledge of using computer.  Hence, it is critical to measure pre-service teachers’ self-efficacy beliefs toward TPACK in order to identify the factors that contribute to a teacher’s use of technology in classroom instruction.