ASSESSING TPACK COMPETENCE AMONG SECONDARY ENGLISH TEACHERS TRAINED UNDER THE SECONDARY SCHOOLS EDUCATION IMPROVEMENT PROJECT IN SINDH, PAKISTAN

Abstract

Technology usage in learning of English language is an integral part of quality education and teacher training. The aim of this study is to examine the Technological Pedagogical and Content Knowledge (TPACK) of Secondary School Education Improvement Project (SSEIP) trained English language teachers in Sindh, Pakistan. In particular, the study analyzed the teachers' competence in all seven TPACK elements, examined correlations among the TPACK elements. A quantitative cross sectional survey design was used. The target population of this study is trained secondary school English teachers. Among the target population 110 secondary school English teachers who attended SSEIP training were selected through random sampling. A structured questionnaire consisting of seven components of TPACK were administered. In this way, data were collected through google forms. Then, using descriptive and inferential statistics data were analyzed. The results indicate that the teachers possessed moderate to high level of competence in each of the TPACK component with the highest mean score in the domain of Pedagogical Knowledge. All TPACK components showed significant positive correlation with each other. The study concludes that the teachers who participated in the SSEIP have significant level of TPACK competence and suggests that continuous, technology-focused professional development is essential for enhancing the capacity of teachers to utilize technology effectively in teaching the English language. The results also have important implications for training of teachers, educational policy, and future teacher professional development programs in Pakistan