Redefining Teaching Competency in the Digital Age: The Contribution of TPACK

Abstract

In the digital age, the traditional concept of teaching competency is undergoing major reformation owing to technology breakthroughs and shifting educational paradigms. The Technological Pedagogical Content Knowledge (TPACK) framework has developed as a critical approach for incorporating technology into the classroom. This study investigates the importance of TPACK in redefining teaching competency, focussing on its effects on pedagogical practices and overall teaching performance. The study demonstrates how TPACK enables educators to construct dynamic, interactive, and learner-centered settings by investigating the relationship between technology, pedagogy, and content knowledge. The research is a quasi-experiment design of a pretest and posttest control group.  A sample of 60 pupil teachers of the science stream, was selected using a purposive sampling technique. For intervention, TPACK-based lesson plans were used to teach the experimental group and the conventional method for the control group. A self-developed teaching competency scale was used to collect data. Statistical techniques like Mean, Standard Deviation (SD) and t-test were used to provide meaningful interpretations, and conclusions of the investigation. The findings show that TPACK increases teachers' technical skills while enriching their pedagogical tactics, resulting in a more versatile and capable teaching workforce.