Developing Technological Pedagogical Content Knowledge (TPACK) among Pre-service Science and Mathematics Teachers at DUCE: The Role of Activity-Based Learning

Ayoub Cherd Kafyulilo


This study explored the ways in which pre-service teachers at the Dar es Salaam University College of Education (DUCE) can develop the knowledge of integrating technology pedagogy and content in Science and Mathematics teaching. The study employed the pre and post-interventions analysis of pre-service teachers’ competency of integrating technology, pedagogy and content. Some 29 pre-service Science and Mathematics teachers participated in the intervention and four instructors participated in the interview.  The study findings reveal that teachers can develop technological pedagogical content knowledge (TPACK) when they engage in learning activities which reflect the real teaching process. Also, the pre- and post-intervention analysis confirmed a significant change in the pre-service teachers’ knowledge of integrating technology, pedagogy and content after participating in the designed intervention activities. This implies that teachers’ TPACK can be developed by engaging teachers in a real-life learning process rather than the theoretical learning through the interaction between technology, pedagogy and content.

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