A Study of Current Conditions, Problems, and Guidelines for Developing an Ability Evaluation Model of Technological Pedagogical Content Knowledge (TPACK) for Pre-Service Teachers

Abstract

This research was a qualitative research. The objectives were 1) to study the current conditions of evaluation in Technological Pedagogical Content Knowledge (TPACK) for pre-service teachers 2) to study the problem of evaluation in Technological Pedagogical Content Knowledge (TPACK) for pre-service teachers and 3) to study the guidelines for developing an ability evaluation model of Technological Pedagogical Content Knowledge (TPACK) for pre-service teachers. The key information was teachers under the Faculty of Education who teach bachelor's degrees and have experience in teaching students of education undergraduate degree from 5 years up, 8 people from Roi Et Rajabhat University and 4 people from Buriram Rajabhat University, a total of 12 people. The research tool was in-depth interview form. The results showed that

1. The development of an ability evaluation model of Technological Pedagogical Content Knowledge (TPACK) for pre-service teachers is absolutely necessary, in which the current condition content knowledge, pedagogical knowledge, and technology knowledge were evaluated separately or specific evaluates on content and pedagogical knowledge; however, it is not clearly assessed with all three aspects. In most cases, document review and observation were used, but no clear instruments.


2. The problem of evaluation in Technological Pedagogical Content Knowledge (TPACK) for pre-service teachers are 1) it is difficult to assess abilities that combine all three aspects, 2) there is no clear form of assessment and uncertainty about whether it can actually be measured, assessment methods are not sufficiently diverse, and 3) it is difficult to assess individually. The solution to these problems is still unclear.


3. Appropriate ability evaluation model of Technological Pedagogical Content Knowledge (TPACK) should be an authentic assessment with a variety of tools, and use an evaluate format that encourages pre-service teachers to actively demonstrate their TPACK abilities. In addition, the guideline for developing an ability evaluation model of Technological Pedagogical Content Knowledge (TPACK) for pre-service teachers should begin by encouraging teachers and pre-service teachers to understand about the competency of TPACK, create clear evaluation criteria, and evaluate from the practice of actual conditions.