Evaluating Pre-Service Teachers Science Technology Engineering Mathematics Pedagogical Content Knowledge: A Quantitative Research Study

Abstract

On the way to better prepare pre-service teachers for careers in STEM fields, it is essential to comprehend their professed technological pedagogical content knowledge (TPACK). Along with these appearances, this study intends to look at pre-service mentors' views of TPACK from understudies of two unique universities in Karachi, Pakistan. There were 60 people involved: 30 students from Karachi University and NUML University, respectively. Data was gathered through a 56-item STEM-PACK Survey. The outcomes indicated that pre-service teachers fared least confidently in their knowledge of technology and most confident in their understanding of pedagogy. They gave themselves a five-point rating above four. There were no discernible disparities in terms of gender or age for any of the STEMPCK parameters. Additionally, there was a strong positive association between each of the six STEMPCK domains. It is recommended that programs for pre-service teachers teach future STEM educators in what way to combine pedagogy, material, and technology to provide successful technology-enhanced learning in their respective fields.