Assessing the Higher Diploma Program for Teacher Preparation in Providing Technological Pedagogical and Content Knowledge (TPACK) from the point of view of pre-service science teachers at Yarmouk university.

Abstract

The study aimed to assess the Higher Diploma program for teacher preparation in imparting Technological Pedagogical Content Knowledge (TPACK) from the perspective of pre-service science teachers. The study employed a quantitative approach (descriptive-analytical), where a questionnaire was developed to achieve the study's objectives. The study was conducted on students enrolled in the Higher Diploma program for teacher preparation in science teaching methods at Yarmouk University for the academic year (2022-2023). Participants were selected conveniently from the study community, and the study instrument was distributed electronically, with responses received from 95 male and female students.The study concluded that the evaluation of pre-service science teachers for the Higher Diploma program in acquiring TPACK knowledge showed a high level of proficiency in the three cognitive domains and their binary and ternary interactions. There were statistically significant differences at the significance responses of the sample regarding the acquisition of TPACK knowledge across dimensions (after technological knowledge, after scientific content knowledge, after technological and content knowledge, and after technological, pedagogical, and content knowledge), and the scale as a whole, based on the study variable (gender), in favor of males. However, there were no statistically significant differences at the significance responses of the sample regarding the acquisition of TPACK knowledge based on the study variable (major).