Tracing the level of TPCK among Secondary EFL Teachers: A Study in Bangladesh Context

Abstract

Technological Pedagogical Content Knowledge (TPCK) is a young research field of education. To keep pace of the world research trend, the purpose of this study was to explore the level of TPCK among secondary EFL teachers in Bangladesh context. The study was quantitative in nature. The sample of the study comprised of 120 secondary EFL teachers in Dhaka city and outskirt of Dhaka. The instrument was a five point Likert scale questionnaire for the secondary EFL teachers. The level of Technological Pedagogical Content knowledge (TPCK) was 54.2%. Its primary sub factors’ knowledge levelwas: Technological knowledge (TK) 60.8%, Pedagogical Knowledge (PK) 51.4% and Content Knowledge (CK) 73.3%. The first level transformative and mental knowledge was: Technological Pedagogical knowledge (TPK) 63.3%, Pedagogical Content Knowledge (PCK) 60.8% and Technological Content Knowledge (TCK) 58.3%. The CK was significantly decreased when correlate with other primary knowledge. There was a significant influence in terms of age, gender and experience on the teachers’ respective knowledge. The knowledge was adequate, but not transformative to the students.The literature review and the findings of the study showed that the secondary EFL teachers’ level of TPCK and its sub sets should be treated in an integrated manner, not as separate constructs in the secondary level EFL teacher training programme in Bangladesh.