The Modern Agricultural Educator: Understanding Professional Competencies through TPACK Framework Analysis | Chapter 9 | An Overview of Literature, Language and Education Research Vol. 10

Introduction: Preparing students for modern agricultural demands in developing regions is a challenge for agricultural education, especially in integrating technological knowledge and effective teaching strategies. The critical need for comprehensive research on teachers’ instructional capabilities regarding agricultural literacy is emphasized by persistent low levels of agricultural literacy among most teachers. Additionally, the rapid technological progress in education and new teaching approaches demand an improved comprehension of teachers' agricultural education competencies.

Purpose: The purpose of this study was to investigate the relationships between teachers' demographic characteristics and their technological, pedagogical, and content knowledge (TPACK) domains among agriculture teachers in the Division of Camarines Sur, Philippines. The study evaluated teachers' proficiency levels in the three important educational domains through specific demographic-based measurements.

Methods: A descriptive correlational research design using a mixed methods approach was used. The study included 20 public school teachers who taught agricultural crop production programs. Demographic questionnaires, TPACK assessment instruments, and agricultural literacy assessments were used as data collection instruments. The collected data was analyzed using multiple linear regression, and Pearson correlation. The research used validated measurement tools along with rigorous statistical methods to ensure the reliability of the results.

Results: The results showed different levels of knowledge in TPACK domains. The most proficient (Mean = 3.55) was technological knowledge, followed by pedagogical knowledge (Mean = 3.52) and content knowledge (Mean = 3.28). Significant negative correlations existed between years of teaching experience and technological knowledge, proving that younger teachers are more knowledgeable about technology. Research showed significant patterns regarding how demographic variables relate to teaching competencies.

Conclusion: The research focuses on the interplay between demographics and TPACK in agricultural education, and suggests targeted professional development programs, technology integration initiatives, and hands-on learning experiences. The results show that teachers’ TPACK can be improved through continuous professional development and innovative pedagogical approaches, which in turn will improve students’ agricultural literacy and prepare them for the challenges of contemporary agriculture. The findings present substantial implications that affect both teacher training aspects and educational policy development for agricultural education.

Author (s) Details

Nikko Karlo B. Villareal
Payak High School, Payak, Bato, Camarines Sur, Philippines.

Myra Luz M. Homillano
Central Bicol State University of Agriculture, San Jose, Pili, Camarines Sur, Philippines.

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v10/4381

Technological Pedagogical Content Knowledge (TPACK) Based K-4 Learning Transaction Model (K-4 LTM) in Science and Social Sciences: A Descriptive Study | Chapter 2 | Research Highlights in Language, Literature and Education Vol. 8

 This member highlights about Technological Pedagogical Content Knowledge (TPACK) Based K-4 Learning Transaction Model (K-4 LTM) in Science and Social Sciences. Technology has enhance an increasingly fundamental part of students’ lives further school, and even within the classroom it can further help increase their understanding of complex concepts or spur collaboration between peers.As a "conceptual foundation," technological teaching content knowledge (TPACK) has happened developed to characterise the computerized data in system that teachers require for favorable technology unification. An experiment on the TPACK-based Practise Teaching Programme concerning students' knowledge achievement was transported in light of the significance of the concerns. The study has employed assorted method design particularly the embedded mixed means design used to explore the preliminary subjective study to support for a primary all-inclusive study. Further this quantitative study has happened supported accompanying a qualitative study. The sample composed of 40 student-supervisors belonging to science and commerce of the first batch joined B.Ed program of Ravenshaw University and 341 students of CBSE-associated schools of Cuttack City. The experimental plan was executed using an acclimatization of the Solomon Four Group Design. We used Mean, SD, One-way ANOVA, t-test, and added statistical means to analyse the quantitative data acquired from the achievement tests. The study group developed the TPACK-located K-4 Learning Transaction Model (K4-LTM) in response to the pre-help teachers' response.The findings pointed out that the implemented teaching processes affected pre-service coaches’ TPACK development absolutely. There were significant dissimilarities before and after the course exercise concerning Technology Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and TPACK usually”. In conclusion, further this experiment propelled to institute TPACK based K-4 Learning Transaction Model accompanying its singular features and practicability in the extent of curriculum undertaking. The results of the study have potentials to initiate corrects in teacher readiness more learner in the middle with support of TPACK located instruction.

Author(s) Details:

P. B. Binjha,
Department of Education, Ravenshaw University, India.

B. C. Das,
Department of Education, Ravenshaw University, India.

A. Dansana,
Department of Education, Ravenshaw University, India.

B. K. Das,
Department of Education, Ravenshaw University, India.

Please see the link here: https://stm.bookpi.org/RHLLE-V8/article/view/11491