Fostering TPACK for Pre-service Teachers about Learning Management Competency into Professional Experiences

Piyaphat Nithitakkharanon, Chanarak Vetsawat, Vicharinee Sawasdee, Prasart Nuangchalerm


Technological, pedagogical, and content knowledge (TPACK) is now calling for professional teacher education. Technology can be integrated into the proportion of pedagogical and content knowledge by different classroom contexts. This research aims to foster TPACK for pre-service teachers about learning management competency into professional experiences. The participants consisted of 18 pre-service teachers during the teaching practicum in local schools. The tools used for data collection were questionnaires, tests, and assessment forms. The results showed that TPACK professional experiences program gain pre-service teachers’ competency in learning management, they had post-test scores of competencies in learning management higher than pre-test score at .05 level of statistical significance. Professional experiences program indicated that pre-service teachers had level of satisfaction towards TPACK and learning management was at the highest level with all aspects.

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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