Pre-service Teachers’ Technological, Pedagogical and Content Capability and Digital Pedagogy Readiness

Abstract

Despite evident efforts made, limited digital pedagogical practice among pre-service teachers have been noticed. The study sought to investigate pre-service teachers’ perceptions of their technological, pedagogical, content capabilities; validate the digital pedagogy readiness model; and establish the influence of technological, pedagogical and content capabilities on pre-service teachers' digital pedagogy readiness. Mishra and Koehler’s TPACK Framework (2006) formed the study’s theoretical ground to derive the technological-pedagogical-content capability sub-constructs. A 30-item questionnaire was used to collect data from351 pre-service teachers of Kyambogo University. Descriptive statistical analysis was employed to establish the respondents’ perceptions on the variables under study, while Structural Equation Modeling (SEM) was applied to validate the model and test the hypotheses. Findings revealed that pre-service teachers were in agreement regarding their perceptions of the capabilities; the hypothesised digital pedagogy Readiness model showed fit to the data; and. the influence of technological-pedagogical-content capability on pre-service teachers’ digital pedagogy readiness was statistically significant. The study enriches existing literature on the role of TPACK in fostering teachers’ digital pedagogy which is vital for the 21st century classroom. The findings are further useful to the Ministry of Education and Sports and affiliated agencies in fast tracking the implementation of the Education digital agenda.

Keywords

• Digital Pedagogy
• Pre-service Teachers
• Technological-pedagogical-content
• Uganda

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