Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers’ perceptions of technological pedagogical content knowledge

In this study, we sought to investigate the effect of a 2-week Technological Pedagogical Content Knowledge (TPACK)-based training program on how pre-service teachers’ TPACK was perceived. To achieve goal, used four activities; Explore-Engage-Reflection-Transformation . The study employed mixed methods with questionnaire and open questions. Increased self-efficacy perceptions evaluated using one-group pre-post-post research design. sample 30 teachers (5 male; 25 female) at public university in Indonesia. Paired t -test examine significant difference between pretest posttest scores Cohen’s d calculated check strength size. As result, paired showed that were significantly higher than for all dimensions large sizes. addition, qualitative data from students’ reflections analyzed. It found understand role technology integration framework creating meaningful learning experiences. Participants reflected as assessment for, learning. Professional New Zealand education system introduced within holistic stimulate students be creative future-directed agents change. This indicates present increased end training. We suggest programs facilitate integrate technology, content, pedagogy create effective technology-enriched environments their subjects should included teacher programs.