Pre-service teachers’ technological, pedagogical and content capability and digital pedagogy readiness
Date
2023-09-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Teacher Education and Educators
Abstract
Despite evident efforts made, limited digital pedagogical practice among pre-service teach-
ers has been noticed. The study sought to investigate pre-service teachers’ perceptions of
their technological, pedagogical, content capabilities; validate the digital pedagogy readiness
model; and establish the influence of technological, pedagogical and content capabilities on
pre-service teachers’ digital pedagogy readiness. Mishra and Koehler’s TPACK Framework
(2006) formed the study’s theoretical ground to derive the technological-pedagogical-content
capability sub-constructs. A 30-item scale was used to collect data from 351 pre-service
teachers of Kyambogo University. Descriptive statistical analysis was employed to establish
the respondents’ perceptions on the variables under study, while Structural Equation Mod-
eling (SEM) was applied to validate the model and test the hypotheses. Findings revealed
that pre-service teachers were in agreement regarding their perceptions of the capabilities; the
hypothesised digital pedagogy Readiness model showed fit to the data; and. the influence of
technological-pedagogical-content capability on pre-service teachers’ digital pedagogy readi-
ness was statistically significant. The study enriches existing literature on the role of TPACK
in fostering teachers’ digital pedagogy which is vital for the 21st century classroom. The find-
ings are further useful to the Ministry of Education and Sports and affiliated agencies in fast
tracking the implementation of the Education digital agenda.
Description
Keywords
Technological-pedagogical-content, Digital Pedagogy, Pre-service Teachers, Uganda
Citation
Bashır, K., & Jımmy, L. (2023). Pre-service Teachers’ Technological, Pedagogical and Content Capability and Digital Pedagogy Readiness. Journal of Teacher Education and Educators, 12(3), 303-326.