Technological, Pedagogical, and Content Knowledge (TPACK) of Pre-Service Teachers and their Preparedness in Teaching Science: Basis for Intervention Plan

Abstract

To get science teachers ready for 21st-century classrooms, they need to know a lot about how technology, teaching methods, and subject matter knowledge (TPACK) all work together in the real world. This study looks into how ready future science teachers at Calabanga Community College in the Philippines are to teach well and meet current educational standards. The research sought to evaluate the TPACK competencies of prospective science educators and ascertain their readiness for inquiry-based, technology-enhanced instruction. Utilizing the tenets of Constructivism, Connectivism, and Thorndike’s Law of Readiness, the study aimed to discern the strengths and weaknesses in instructional readiness. A descriptive quantitative design was utilized, involving 35 mentor evaluations—consisting of college instructors and cooperating teachers—who evaluated pre-service teachers in five domains: science content knowledge, pedagogical principles, technology integration, classroom management, and the interrelationship among TPACK elements. Mean scores and comparisons between mentor groups were used to look at the data. The findings indicated that pre-service teachers possessed a commendable level of TPACK (overall mean score = 3.87), yet they were only moderately prepared to implement inquiry-based teaching, formative assessment strategies, and adaptive technologies.There were no statistically significant differences between the evaluations of college instructors and cooperating teachers, which means that all mentor groups had the same ideas about the evaluations. The study concludes that foundational TPACK competencies exist; however, specific interventions are required to augment conceptual fluency and improve instructional responsiveness. In response, the STEP-UP (Science Teacher Empowerment Program – Uplifting Potential) is suggested as a structured professional development program that focuses on workshops, peer feedback, and hands-on learning. These results show how important it is to intentionally develop TPACK in order to create science teachers who are knowledgeable about science, good with technology, and adaptable in their teaching.