Transforming Classroom Practices through Teachers’ Learning of TPACK: The Case of In- service Teachers at Kibasila Secondary School in Tanzania

This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and later on joined in teacher design teams to design and teach technology-enhanced Biology, Chemistry and Physics lessons. Data were collected by using a teacher questionnaire, an observation checklist, a student questionnaire, a students’ observation checklist and a teacher interview. Results showed that after learning TPACK, teachers’ classroom practices shifted from teacher-centered approach to learner-centered approaches that utilize technology. Students, on the other hand, reported to have more interest on the lessons that integrated technology. In addition, there was an increase in the interaction between students and teachers during the classroom session. Given these findings, we concluded that, teachers’ development of TPACK has an impact on the improvement of teaching with technology and increase of students’ interests in science subjects.