Technological, Pedagogical, and Content Knowledge (TPACK) of Physics Teachers
DOI:
https://doi.org/10.5281/zenodo.23411137Keywords:
In-service training program, Physics teachers, Professional development, Technology integration, TPACKAbstract
This study aims to assess the Technological, Pedagogical, and Content Knowledge (TPACK) levels of Junior High School Physics teachers in the Philippines by evaluating teachers' strengths in each of the three TPACK domains with the goal of designing an in-service training program to inform future professional development and enhance physics education. A descriptive-correlational research design was used to assess the TPACK levels among 100 Junior High School Physics teachers selected through cluster random sampling from selected public secondary schools in Iloilo Province. A researcher-made TPACK questionnaire and interview guide, which underwent expert validation and pilot testing, were the instruments used. Results show that teachers have strong content and pedagogical knowledge, which they attribute to their teaching experience and ongoing professional development. However, confidence in technological knowledge is lower, likely due to limited use of technology in their teaching. The study also found a moderate positive correlation among all three TPACK domains, with the strongest link between pedagogical and content knowledge. This suggests that while teachers are effective in linking instructional strategies to subject content, technology integration remains an area for improvement. To enhance Physics instruction, the study recommends focusing professional development on technology integration. Providing more hands-on experience with educational technology will help teachers bridge the gap between their pedagogical, content, and technological knowledge, leading to more engaging and effective Physics teaching
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Copyright (c) 2026 Blossom Pearl P. Tabuada, Chive G. Gabasa (Author)
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