Abstract: Quality teaching is rooted from the teachers who have exemplary knowledge on the content, pedagogy and technology. To carry out this notion, this study was designed to determine the teacher’s level of content knowledge, pedagogical knowledge and technological knowledge using the quantitative-qualitative research methods. The respondents of this research were all the senior high school teachers handling HUMSS (Humanities and Social Science) and they were classified into two groups: the non-education graduate teachers and education-graduate teachers. It was found out that there is no significant difference with respect to the level of content knowledge and technological knowledge between the two groups of respondents. However, when it comes to pedagogical knowledge, the education-graduate teachers outperformed the non-education graduate teachers. Teachers’ practices were considered as dependent variable of this study and that retrieving the teaching performance rating of the teachers was done. It was noted that the level of teacher knowledge is positively correlated with their teaching performance. Along with these results, this study revealed that the teachers have struggle in the content knowledge as well as in applying the pedagogical knowledge. The same dilemma was found out in integrating technology into classroom instruction. Furthermore, SHS teachers have stressed that the challenges that they have encountered lead them to take the opportunity in attending enhancement seminars on content teaching and pedagogy as well as developing their technological skills. With all these result, teachers’ TPCK and practice correlative theory has emerged. A diagram for this theory was created to serve as a framework in becoming competent and relevant teachers.
Keywords: Content knowledge, pedagogical knowledge, technological knowledge, teaching performance, quality teaching, Teachers’ TPCK and Practice Correlative Theory.
Title: Teachers’ Technological, Pedagogical and Content Knowledge (TPCK) and Practice Correlative Theory
Author: Beverly B. Fernandez
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
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