Abstract

The purpose of the study was to investigate the status of technological pedagogical content knowledge of Bachelor ofEducation teachers. This study critically examined the teachers’ competency (competencies) that has a profound impact on learning process; the competencies were related to TPACK. It was an attempt to find probable reasons as to why teachers disengage with technology. Review of literature reported that technological integration with pedagogy played a crucial role in 21st century classroom practices. For this research, the data was collected adapting Denise A. Schmidt questionnaire. Mixed method research was applied to conduct this research and the population was the teacher educators and prospective teachers from private and public teacher education institutions of Karachi. Purposive and convenient sampling has been taken from teachers of government and private institutions for the reason of having diverse and rich opinions and feedbacks. Data was analyzed and it was found that teachers were of the view that teaching competencies have direct effect on the learning process.The results revealed that technological knowledge of both the teacher educators and prospective teachers has significant impact on learning process. The results also provided evidence that pedagogical knowledge promoted learning. Survey results also showed that proficiency in TPACK brings in a positive impact on teaching- learning process and caters skills for education in 21st century. This research recommended further research to design the instructional curriculum to broaden learning.

Key words: TPACK, Teacher Educators, Prospective Teachers, Bachelor in Education, Pedagogy