TPCK Assessment of Pre-service Teachers toward Enhancing Teacher Educators’ Modeling


  • Reynald Maravilla Cacho Philippine Normal University South Luzon Campus


TPCK, TPACK, Pre-service Literacy Teachers, Teacher Education


This study explored the pre-service teachers’ perceived Technological Pedagogical Content Knowledge (TPCK) level and its relationship to teacher educators’ TPCK modeling through a descriptive-correlation method. Data were gathered among 47 graduating pre-service teachers who turned in self-report Liker-type instruments. Findings reveal that the graduating pre-service teachers felt very good about their TPCK levels. Nonetheless, they would benefit from intensive training on upgrading their Technology Knowledge (TK) level to reach balance with Content Knowledge (CK) and Pedagogical Knowledge (PK) levels. Participants likewise perceived that their university-based teacher educators have high competence and oftentimes model TPCK, while cooperating or supervising teachers have shown some competence and sometimes demonstrate TPCK in their student teaching program. Through Pearson r, it is established that significantly strong positive relationship exists between TPCK levels of pre-service teachers and their university-based teacher educators’ TPCK modeling. Implications germane toward enhancing the teacher educators’ instruction toward the 21st century education paradigm are forwarded.

Author Biography

Reynald Maravilla Cacho, Philippine Normal University South Luzon Campus

Reynald Cacho, MA.Ed. is the Head of Knowledge Management Office and Research Coordinator of Philippine Normal University South Luzon Campus in Lopez, Quezon Philippines


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How to Cite

Cacho, R. M. (2014). TPCK Assessment of Pre-service Teachers toward Enhancing Teacher Educators’ Modeling. Asian Journal of Education and E-Learning, 2(5). Retrieved from