Exploring Teachers’ Technological Pedagogical Content Knowledge as an Indicator for the Planning of In-service Teacher Training in Chemistry Education

Abstract

This study examined how teachers teaching chemistry at different levels of education perceive their levels of technological pedagogical content knowledge (TPACK) and examined the relationship of TPACK with age, gender, teaching at different levels of education, time spent teaching chemistry, and frequency of information and communication technology (ICT) use. The study involved 261 teachers, 246 women and 15 men, from all over Slovenia, who have been teaching chemistry for an average of 18 years at different levels of education, with an average age of 45 years. The results showed that teachers teaching chemistry content perceive a high level of TPACK. There is a statistically significant correlation between age, time spent teaching chemistry, and frequency of ICT use with the perceived level of technological pedagogical content knowledge. Younger teachers, those with less professional experience and teachers who use ICT more frequently rated their TPACK higher. Based on the results of the survey, guidelines for planning the in-service teacher training that would support the development of TPACK of teachers teaching chemistry content were developed.