Abstract:
This study assesses the Technological Pedagogical Content Knowledge
(TPACK) preparedness of student-teachers in the Department of Arts and Social
Sciences Education (DASSE) of University of Cape Coast, Ghana. It uses the
descriptive survey design. The stratified simple random sampling technique was
used to sample 370 student-teachers of DASSE for the study. Questionnaire was
adapted for the data collection. Descriptive (frequencies and percentages, mean of
means and standard deviations) and inferential statistics (independent t-test) were
used to analyse the data. The study reveals that the student-teachers in DASSE,
UCC have Technological Knowledge. The study also found that the studentteachers
of DASSE, UCClackTechnological Pedagogical Knowledge. In addition,
the study has found that the student-teachers of DASSE, UCC lack Technological
Content Knowledge. Moreover, the study establishes that the student-teachers of
DASSE, UCC lacked Technological Pedagogical Content Knowledge. Lastly,
there is no statistically significant difference between the gender of the studentteachers
of DASSE, UCC and their TPACK preparedness. Hence, this study
recommends that lecturers should continue to model the use of technology so that
student-teachers can increasingly update their technological knowledge through
observation and learning. Again, the Academic Board of UCC should advice the
teaching departments on the need to infuse technology in their courses they offer
for student-teachers. Finally, the teacher education programme offered by
DASSE, UCC should be re conceptualised to respond to the technological needs of
student-teachers.
