Title: Teachers' perceived level of TPACK and the influence of demographic factors: the context of higher education in Bangladesh

Authors: Sumera Ahsan; Anwar Hossen; Ishrat Jahan; Ayesha Mahmood; Mahina Rowsun Ara Mim; Sabiha Jahan Sohely; Shah Shamim Ahmed; Hosne Ara Begum

Addresses: Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh ' Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh ' Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh ' Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh ' Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh ' Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh ' Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh ' Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh

Abstract: Teachers' Technological, Pedagogical and Content Knowledge (TPACK) can influence their teaching and students' learning, and therefore is explored worldwide. This study aimed to understand the perception of TPACK among tertiary-level teachers and the demographic factors influencing it. A 5-point Likert scale questionnaire was administered to 82 public and private university teachers. The self-reported data on seven domains of TPACK revealed that teachers' Technology Knowledge ranked last and Technological Content Knowledge as well as Content Knowledge ranked higher compared to it. Demographic-based analysis showed that except for the location of their universities, their gender, involvement in teaching level, ICT training, university type and discipline influenced different aspects of their TPACK. Our exploratory study with limited sample size aimed to develop a preliminary understanding of teachers' TPACK as well as the critical interplay among TPACK and relevant factors to guide teachers, trainers, policymakers and researchers in this field.

Keywords: TPACK; content knowledge; pedagogical knowledge; technological knowledge; ICT integration; tertiary level; in-service teachers.

DOI: 10.1504/IJSMARTTL.2022.128006

International Journal of Smart Technology and Learning, 2022 Vol.3 No.1, pp.1 - 25

Received: 01 Jan 2021
Accepted: 23 May 2021
Published online: 04 Jan 2023 *

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