Abstract:

Technological pedagogical content knowledge (TPACK) and specific subject knowledge seem to influence how teachers’ structure and present their lessons. The study reported in this article seeks to interrogate the Technological pedagogical content knowledge (TPACK) and specific subject knowledge displayed by Bachelor of Education third year pre-service teachers in the University of Technology. Qualitative research method was used. The sample for this investigation was drawn using purposive sampling technique. Technological pedagogical content knowledge (TPACK) as a core component of what teachers’ master and know is significant for initial teacher education. In fact, the inclusion of specific subject knowledge and the language of specific subject matter of teachers in teaching and learning process has many dimensions. Results showed that teachers’ levels of TPCK and SSK are both dynamic and pervasive, that is, they affect a wide area of teaching activities namely:
(a) influence how teachers engage learners with the subject matter;
(b) influence how teachers evaluate and use teaching material;
(c) impacts on learners understanding and/or learning motivation levels.

In conclusion to be effective in any teaching situation, every teacher needs comprehensive framework knowledge that include TPCK and SSK which is the distinctive bodies of knowledge for teaching.

Keywords:

Technological pedagogical content knowledge, specific subject knowledge, pre-service teachers.