Digital Competence and Technological Pedagogical Content Knowledge of Pre-Service Teachers in University of Mindanao

Abstract

This research delves into examining digital competence and its relationship with technological, pedagogical, and content knowledge (TPACK) among pre-service teachers. The study employs a quantitative descriptive-correlational research design. It utilizes an adapted research instrument to gather data from 205 pre-service teachers who engaged with field experiences and supervised teaching practicums during the second semester of the academic year 2023– 2024 at the University of Mindanao – Matina Campus. Mean and Standard deviation were employed to characterize the levels of the variables, while Spearman rho was used to assess their correlation. The findings indicate very high levels of digital competence and technological pedagogical content knowledge among pre-service teachers, with a strong positive correlation between the two variables. The results underscore the necessity of enhancing pre-service teachers' digital competence and TPACK to align ICT skills with pedagogical approaches. This underscores the need for programs supporting technical proficiency alongside pedagogical and content knowledge. Furthermore, the study emphasizes applying theoretical knowledge in practice, particularly in integrating digital resources to enhance student learning.