Research Article
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Year 2023, Volume: 12 Issue: 3, 303 - 326, 31.12.2023

Kishabale Bashır Luyima Jımmy

Abstract

References

  • Abebe, F. F. (2021). Pre-Service Teachers’ Technological Pedagogical Content Knowledge (Tpack) Self-Efficacy and Development in K-6 Math. University of Nebraska. Ahmad, W. (2021). Professional Digital Competency of Pre-Service Teachers: A Case Study of Teacher Training Program at The University Of Oslo, Affiliated With The Centre Of Excellence, Proted. University of Oslo.
  • Ali, Z., Thomas, M., Ahmed, N., Ahmed, I., & Ahmed, I. (2020). Assessment of Pre Service Teacher’s Perceptions on Technological Pedagogical and Content Knowledge (TPACK) in Karachi Pakistan. Researchgate.Net, 11(3), 1402–1407. Aziz, A. A., Aziz, A. A. A., Norwahi, N. A., Nordin, N. A., Zaini, N., Shaidin, S., & Azhar, S. B. H. J. (2022). TPACK Readiness among English-Language Lecturers for Open Distance Learning (ODL) Adoption in a Malaysian Public University. 12. https://doi.org/10.3390/proceedings2022082012
  • Bekiadridis, G., Hajjamjm, A., Martinez, I., Mansouri-Marsh, S., Clemence, R., & Ovagem, A. (2020). Digital Pedagogy Cookbook Toolkit for Educators. The European Commission. http://www.digitalpedagogycookbook.eu Bwalya, A., & Rutegwa, M. (2023). Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. Eurasia Journal of Mathematics, Science and Technology Education, 19(2). https://doi.org/10.29333/ejmste/12845
  • Cabanero, J. E., Granil, C. S., & Caro, R. V. (2022). The Emerging Concept of the Digital Pedagogy. International Journal of Academic Pedagogical Research, 6(4), 63–67. www.ijeais.org/ijapr Çakıroğlu, Ü., Aydın, M., Kurtoğlu, Y. B., & Cebeci, Ü. (2023). How Instructors’ TPACK Developed During Emergency Remote Teaching: Evidence From Instructors in Faculties of Education. International Review of Research in Open and Distance Learning, 24(2), 162–188. https://doi.org/10.19173/irrodl.v24i2.7177
  • Castéra, J., Marre, C. C., Yok, M. C. K., Sherab, K., Impedovo, M. A., Sarapuu, T., Pedregosa, A. D., Malik, S. K., & Armand, H. (2020). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education and Information Technologies, 25(4), 3003–3019. https://doi.org/10.1007/s10639-020-10106-6 Diamah, A., Rahmawati, Y., Paristiowati, M., Fitriani, E., Irwanto, I., Dobson, S., & Sevilla, D. (2022). Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers’ perceptions of technological pedagogical content knowledge. Frontiers in Education, 7(August), 1–11. https://doi.org/10.3389/feduc.2022.897447
  • Guloba, M. M., & Atwine, B. (2012). Executive Summary Digital technologies uptake is still low in Ugandan Secondary and Tertiary institutions. 25, 1–4. Hair, J. J., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis (7th ed.). Pearson Education Limited.
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural Equation Modelling : Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, 6(1), 53–60. Jita, T., & Sintema, J. E. (2022). Pre- service teachers ’ self -concept and views toward using ICT for teaching science. EURASIA Journal of Mathematics, Science and Technology Education, 18(9), 3–17.
  • Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381–399. https://doi.org/10.14742/ajet.1240 Kasirye, R. (2023). Learning Experiences and Perceived Competencies to Integrate Instructional Technology among Pre-service Teacher Trainees at Busitema University. The Uganda Higher Education Review, 10(2), 182–205. https://doi.org/10.58653/nche.v10i2.10
  • Kasoka Masumba, C., & Mutale Mulenga, I. (2019). Teachers’ pedagogical content knowledge for teaching Computer Studies in rural Zambian secondary schools of North-western Province. Zambia Journal of Library & Information Science (ZAJLIS), 3(1), 90–106. https://www.researchgate.net/publication/337171400 Khine, M. S., Afari, E., & Ali, N. (2019). Investigating technological pedagogical content knowledge competencies among trainee teachers in the context of ICT course. Alberta Journal of Educational Research, 65(1), 22–36.
  • Kivunja, C. (2013). Embedding Digital Pedagogy in Pre-Service Higher Education To Better Prepare Teachers for the Digital Generation. International Journal of Higher Education, 2(4), 131–142. https://doi.org/10.5430/ijhe.v2n4p131 Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (4th ed.). The GuilFord Press.
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content (TPACK)? Journal of Education, 193(3). Lau, W. W. F. (2018). Relationships between pre-service teachers’ social media usage in informal settings and technological pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/94228
  • Matsunaga, M. (2010). How to Factor-Analyze Your Data Right : Do ’ s Don ’ ts , and How-To ’ s How to Factor-Analyze Your Data Right : Do ’ s , Don ’ ts , and How-To ’ s . International Journal of Psychological Rsearch, 3(1), 98–111. Matsunaga, M. (2011). How to factor-analyze your data right: Do’s, don’ts, and how-to’s. International Journal of Psychological Research, 3(1), 97–110.
  • Meier, S. (2021). An Investigation of the Pedagogical Content Knowledge across German Preservice (Physical Education) Teachers. Advances in Physical Education, 11(03), 340–352. https://doi.org/10.4236/ape.2021.113029 Ministry of Education and Sports. (2017). Education and Sports Sector Strategic Plan 2017/18 - 2019/20 (Issue September, p. 19). http://npa.go.ug/wp-content/uploads/2018/11/EDUCATION-AND-SPORTS-SECTOR-STRATEGIC-PLAN.pdf
  • Ministry of Education and Sports. (2022). Digital Agenda Strategy. Ministry of Education and Sports. https://www.education.go.ug/digital-agenda/ NCDC. (2019). Lower Secondary Curriculum: Information & Communications Technology Syllabus. National Curriculum Development Centre.
  • Nuwategeka, E., & Odama, S. (2020). Training of Geography Teachers for Secondary Schools at University in Uganda: An Analysis of Gulu University Teacher Trainees’ Teaching Practice. Advances in Social Sciences Research Journal, 7(6), 271–279. https://doi.org/10.14738/assrj.76.8194 Sadiku, M. N. O., Omotoso, A., & Musa, S. M. (2019). Digital Pedagogy. International Journal of Trend in Scientific Research and Development, Volume-3(Issue-2), 801–802. https://doi.org/10.31142/ijtsrd21490
  • Salas-Rueda, R.-A. (2019). TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application? International Electronic Journal of Mathematics Education, 1(1), 1–13. https://doi.org/10.29333/iejme/5887 Santika, V., Indriayu, M., & Sangka, K. B. (2021). Investigating of the Relations among TPACK Components of Economic Teacher Candidates in Sebelas Maret University (UNS) in 2020: A Structural Equation Modeling. IOP Conference Series: Earth and Environmental Science, 1808(1). https://doi.org/10.1088/1742-6596/1808/1/012029
  • Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences and Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110 Sarri, T. (2021). Examining the Development of TPACK and the Use of SQD Strategies in Teacher Education Programs. Duquesne University.
  • Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers and Education, 157(July), 103967. https://doi.org/10.1016/j.compedu.2020.103967 Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
  • Schumacker, R. E., & Lomax, R. G. (2016). A Beginner’s Guide To Structural Equation (4th ed.). Taylor & Francis. Segal, R., Oxman, V., & Stupel, M. (2021). Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers’ Perceptions. International Electronic Journal of Mathematics Education, 16(3), em0647. https://doi.org/10.29333/iejme/11065
  • Shafie, H., Majid, F. A., & Ismail, I. S. (2022). Developing a 21st Century Technological Pedagogical Content Knowledge (TPACK) Instrument: Content Validity and Reliability. International Journal of Education, 14(3), 100. https://doi.org/10.5296/ije.v14i3.19980 Thohir, M. A., Yuliati, L., Ahdhianto, E., Untari, E., & Yanti, F. A. (2021). Exploring the relationship between personality traits and tpack-web of pre-service teacher. Contemporary Educational Technology, 13(4). https://doi.org/10.30935/cedtech/11128
  • Toktarova, V. I., & Semenova, D. (2020). Digital pedagogy: Analysis, requirements and experience of implementation. Journal of Physics: Conference Series, 1691(1). https://doi.org/10.1088/1742-6596/1691/1/012112 UNESCO MGIEP. (2019). Rethinking Pedagogy: Exploring the potential of Digital Technology in Achieving Quality Education. Mahatma Gandhi Institute of Education for Peace and Sustainable Development.
  • Väätäjä, J. O., & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology, 15, 1–12. https://doi.org/10.1177/1834490921995395 Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31. https://doi.org/10.14742/ajet.3518
  • Zhang, M., & Chen, S. (2022). Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2013396

Pre-service Teachers’ Technological, Pedagogical and Content Capability and Digital Pedagogy Readiness

Year 2023, Volume: 12 Issue: 3, 303 - 326, 31.12.2023

Kishabale Bashır Luyima Jımmy

Abstract

Despite evident efforts made, limited digital pedagogical practice among pre-service teachers have 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 questionnaire was used to collect data from351 pre-service teachers of Kyambogo University. Descriptive statistical analysis was employed to establish the respondents’ perceptions on the variables under study, while Structural Equation Modeling (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 readiness 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 findings are further useful to the Ministry of Education and Sports and affiliated agencies in fast tracking the implementation of the Education digital agenda.

Keywords

Digital Pedagogy Pre-service Teachers Technological-pedagogical-content Uganda

References

  • Abebe, F. F. (2021). Pre-Service Teachers’ Technological Pedagogical Content Knowledge (Tpack) Self-Efficacy and Development in K-6 Math. University of Nebraska. Ahmad, W. (2021). Professional Digital Competency of Pre-Service Teachers: A Case Study of Teacher Training Program at The University Of Oslo, Affiliated With The Centre Of Excellence, Proted. University of Oslo.
  • Ali, Z., Thomas, M., Ahmed, N., Ahmed, I., & Ahmed, I. (2020). Assessment of Pre Service Teacher’s Perceptions on Technological Pedagogical and Content Knowledge (TPACK) in Karachi Pakistan. Researchgate.Net, 11(3), 1402–1407. Aziz, A. A., Aziz, A. A. A., Norwahi, N. A., Nordin, N. A., Zaini, N., Shaidin, S., & Azhar, S. B. H. J. (2022). TPACK Readiness among English-Language Lecturers for Open Distance Learning (ODL) Adoption in a Malaysian Public University. 12. https://doi.org/10.3390/proceedings2022082012
  • Bekiadridis, G., Hajjamjm, A., Martinez, I., Mansouri-Marsh, S., Clemence, R., & Ovagem, A. (2020). Digital Pedagogy Cookbook Toolkit for Educators. The European Commission. http://www.digitalpedagogycookbook.eu Bwalya, A., & Rutegwa, M. (2023). Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. Eurasia Journal of Mathematics, Science and Technology Education, 19(2). https://doi.org/10.29333/ejmste/12845
  • Cabanero, J. E., Granil, C. S., & Caro, R. V. (2022). The Emerging Concept of the Digital Pedagogy. International Journal of Academic Pedagogical Research, 6(4), 63–67. www.ijeais.org/ijapr Çakıroğlu, Ü., Aydın, M., Kurtoğlu, Y. B., & Cebeci, Ü. (2023). How Instructors’ TPACK Developed During Emergency Remote Teaching: Evidence From Instructors in Faculties of Education. International Review of Research in Open and Distance Learning, 24(2), 162–188. https://doi.org/10.19173/irrodl.v24i2.7177
  • Castéra, J., Marre, C. C., Yok, M. C. K., Sherab, K., Impedovo, M. A., Sarapuu, T., Pedregosa, A. D., Malik, S. K., & Armand, H. (2020). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education and Information Technologies, 25(4), 3003–3019. https://doi.org/10.1007/s10639-020-10106-6 Diamah, A., Rahmawati, Y., Paristiowati, M., Fitriani, E., Irwanto, I., Dobson, S., & Sevilla, D. (2022). Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers’ perceptions of technological pedagogical content knowledge. Frontiers in Education, 7(August), 1–11. https://doi.org/10.3389/feduc.2022.897447
  • Guloba, M. M., & Atwine, B. (2012). Executive Summary Digital technologies uptake is still low in Ugandan Secondary and Tertiary institutions. 25, 1–4. Hair, J. J., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis (7th ed.). Pearson Education Limited.
  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural Equation Modelling : Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, 6(1), 53–60. Jita, T., & Sintema, J. E. (2022). Pre- service teachers ’ self -concept and views toward using ICT for teaching science. EURASIA Journal of Mathematics, Science and Technology Education, 18(9), 3–17.
  • Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381–399. https://doi.org/10.14742/ajet.1240 Kasirye, R. (2023). Learning Experiences and Perceived Competencies to Integrate Instructional Technology among Pre-service Teacher Trainees at Busitema University. The Uganda Higher Education Review, 10(2), 182–205. https://doi.org/10.58653/nche.v10i2.10
  • Kasoka Masumba, C., & Mutale Mulenga, I. (2019). Teachers’ pedagogical content knowledge for teaching Computer Studies in rural Zambian secondary schools of North-western Province. Zambia Journal of Library & Information Science (ZAJLIS), 3(1), 90–106. https://www.researchgate.net/publication/337171400 Khine, M. S., Afari, E., & Ali, N. (2019). Investigating technological pedagogical content knowledge competencies among trainee teachers in the context of ICT course. Alberta Journal of Educational Research, 65(1), 22–36.
  • Kivunja, C. (2013). Embedding Digital Pedagogy in Pre-Service Higher Education To Better Prepare Teachers for the Digital Generation. International Journal of Higher Education, 2(4), 131–142. https://doi.org/10.5430/ijhe.v2n4p131 Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (4th ed.). The GuilFord Press.
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content (TPACK)? Journal of Education, 193(3). Lau, W. W. F. (2018). Relationships between pre-service teachers’ social media usage in informal settings and technological pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/94228
  • Matsunaga, M. (2010). How to Factor-Analyze Your Data Right : Do ’ s Don ’ ts , and How-To ’ s How to Factor-Analyze Your Data Right : Do ’ s , Don ’ ts , and How-To ’ s . International Journal of Psychological Rsearch, 3(1), 98–111. Matsunaga, M. (2011). How to factor-analyze your data right: Do’s, don’ts, and how-to’s. International Journal of Psychological Research, 3(1), 97–110.
  • Meier, S. (2021). An Investigation of the Pedagogical Content Knowledge across German Preservice (Physical Education) Teachers. Advances in Physical Education, 11(03), 340–352. https://doi.org/10.4236/ape.2021.113029 Ministry of Education and Sports. (2017). Education and Sports Sector Strategic Plan 2017/18 - 2019/20 (Issue September, p. 19). http://npa.go.ug/wp-content/uploads/2018/11/EDUCATION-AND-SPORTS-SECTOR-STRATEGIC-PLAN.pdf
  • Ministry of Education and Sports. (2022). Digital Agenda Strategy. Ministry of Education and Sports. https://www.education.go.ug/digital-agenda/ NCDC. (2019). Lower Secondary Curriculum: Information & Communications Technology Syllabus. National Curriculum Development Centre.
  • Nuwategeka, E., & Odama, S. (2020). Training of Geography Teachers for Secondary Schools at University in Uganda: An Analysis of Gulu University Teacher Trainees’ Teaching Practice. Advances in Social Sciences Research Journal, 7(6), 271–279. https://doi.org/10.14738/assrj.76.8194 Sadiku, M. N. O., Omotoso, A., & Musa, S. M. (2019). Digital Pedagogy. International Journal of Trend in Scientific Research and Development, Volume-3(Issue-2), 801–802. https://doi.org/10.31142/ijtsrd21490
  • Salas-Rueda, R.-A. (2019). TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application? International Electronic Journal of Mathematics Education, 1(1), 1–13. https://doi.org/10.29333/iejme/5887 Santika, V., Indriayu, M., & Sangka, K. B. (2021). Investigating of the Relations among TPACK Components of Economic Teacher Candidates in Sebelas Maret University (UNS) in 2020: A Structural Equation Modeling. IOP Conference Series: Earth and Environmental Science, 1808(1). https://doi.org/10.1088/1742-6596/1808/1/012029
  • Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences and Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110 Sarri, T. (2021). Examining the Development of TPACK and the Use of SQD Strategies in Teacher Education Programs. Duquesne University.
  • Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers and Education, 157(July), 103967. https://doi.org/10.1016/j.compedu.2020.103967 Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
  • Schumacker, R. E., & Lomax, R. G. (2016). A Beginner’s Guide To Structural Equation (4th ed.). Taylor & Francis. Segal, R., Oxman, V., & Stupel, M. (2021). Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers’ Perceptions. International Electronic Journal of Mathematics Education, 16(3), em0647. https://doi.org/10.29333/iejme/11065
  • Shafie, H., Majid, F. A., & Ismail, I. S. (2022). Developing a 21st Century Technological Pedagogical Content Knowledge (TPACK) Instrument: Content Validity and Reliability. International Journal of Education, 14(3), 100. https://doi.org/10.5296/ije.v14i3.19980 Thohir, M. A., Yuliati, L., Ahdhianto, E., Untari, E., & Yanti, F. A. (2021). Exploring the relationship between personality traits and tpack-web of pre-service teacher. Contemporary Educational Technology, 13(4). https://doi.org/10.30935/cedtech/11128
  • Toktarova, V. I., & Semenova, D. (2020). Digital pedagogy: Analysis, requirements and experience of implementation. Journal of Physics: Conference Series, 1691(1). https://doi.org/10.1088/1742-6596/1691/1/012112 UNESCO MGIEP. (2019). Rethinking Pedagogy: Exploring the potential of Digital Technology in Achieving Quality Education. Mahatma Gandhi Institute of Education for Peace and Sustainable Development.
  • Väätäjä, J. O., & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology, 15, 1–12. https://doi.org/10.1177/1834490921995395 Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31. https://doi.org/10.14742/ajet.3518
  • Zhang, M., & Chen, S. (2022). Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2013396
There are 23 citations in total.

Details

Primary Language English
Subjects Instructional Design, Educational Technology and Computing, Learning Sciences
Journal Section Research Article
Authors

Kishabale Bashır 0000-0003-0775-1627

Luyima Jımmy This is me 0000-0001-9213-0731

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 12 Issue: 3

Cite

APA 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.