A Study On Technological Pedagogical Content Knowledge Adjustment (TPACK) And Teaching Style Of B.Ed., Teacher Trainees

Abstract

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. . TPACK is a term used increasingly to describe what teachers need to know to effectively integrate technology into their teaching practices. Adjustment as the process of finding and adapting modes of behavior suitable to the environment or to change in the environment. Significantly, the teachers technological pedagogical content knowledge (TPACK) are important in terms of using technology in the classroom because belief about their capability to use technology is a powerful predictor of their potential technology use. The research investigator uses survey method for collecting the data. For measuring Adjustment, investigator adopted self-constructed scale, The sample drawn from the population of students belongs to B.Ed., colleges in Chennai Tamil Nadu.  The total number of sample was 143 B.Ed., trainees, 46 B.Ed., trainees were Male and 97 B.Ed., trainees were female. For analyze the data statistically, the investigator used Mean, Standard Deviation, ‘t’ test. The findings showed that the TPACK of adjustment has no significant difference in gender, location and awareness of using technologies.  Hence, it is critical to measure pre-service teachers’ TPACK of adjustment and teaching competency in order to identify the factors that contribute to a teacher’s use of technology in classroom instruction.