Mapping TPACK Competency among Life Sciences Teachers in Rural and Marginalised Secondary Schools: A Descriptive Analysis

This descriptive study assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in rural and marginalized schools. The study was guided by Koehler and Mishra’s (2006) TPACK framework as its theoretical lens. Data gathered through questionnaires from 235 teachers in the Eastern Cape province, South Africa, was analysed using descriptive statistical analysis. The results unveiled a prevalent low level of TPACK competency among respondents. Moreover, an examination of individual TPACK domains, a significant mastery in non-technology-related areas such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) surfaces, underscoring the pivotal role of teaching experience in fostering foundational knowledge. Despite competency in these traditional domains, a distinct gap emerges in technology-related TPACK domains, including technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK competency. This research addresses a critical gap in educational literature by spotlighting the often-overlooked population of rural school teachers. It recommends tailored professional development initiatives to enhance teachers’ overall TPACK competency and enable them to effectively utilise technology in their teaching, thereby facilitating enhanced learning experiences.