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Influence of metacognitive awareness on Technological Pedagogical and Content Knowledge (TPACK) among preservice teachers

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Abstract

This study aims to assess the impact of metacognitive awareness of the Technological Pedagogical and Content Knowledge (TPACK) among preservice teachers. The investigation was carried out as descriptive research, involving a normative survey method. The sample consists of 200 preservice teachers in Karaikudi, drawn through a simple random sampling technique. To identify the metacognitive awareness of Technological Pedagogical and Content Knowledge among the preservice teachers, a self-made tool was constructed on the Metacognitive Awareness Scale (MAS) and Technological Pedagogical and Content Knowledge Assessment Scale (TPACK- AS) were used. The validity of the tools has been determined by following the opinion of the experts and is determined to be valid. The Cronbach's Alpha analysis was used to calculate the reliability value. The reliability value of the Metacognition Awareness Scale (MAS) is 0.78, and Technological Pedagogical and Content KnowledgeAssessment Scale (TPACK-AS) is 0.82. The study attempted to find out the level of metacognitive awareness and Technological Pedagogical and Content Knowledge among the preservice teachers in relation to the selected demographic variables. The main finding of the present study shows that there is a positive correlation between metacognitive awareness and Technological Pedagogical and Content Knowledge.

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  1. Alagappa University College of Education, Alagappa University, Karaikudi, Tamil Nadu, India

    T. Joshpine & A. Pio Albina

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  1. T. Joshpine
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Joshpine, T., Albina, A.P. Influence of metacognitive awareness on Technological Pedagogical and Content Knowledge (TPACK) among preservice teachers. Educ Inf Technol 28, 14553–14576 (2023). https://doi.org/10.1007/s10639-023-11764-y

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