PRE-SERVICE TEACHERS' (PSTS) KNOWLEDGE OF TEACHING AND TECHNOLOGY: BASIS FOR A PROPOSED ENRICHED SYLLABUS IN MATHEMATICS EDUCATION

This study examined the integration of technology in Philippine teacher education. The study revealed the competence of PSTs’ content, pedagogy, and technology knowledge integration. Findings showed a predominantly young female PST group with varying income and specialization levels. PSTs and cooperating teachers (CTs) perceive strong development across TPACK domains, particularly in technological knowledge. Significant influences from income and specialization on TPACK teaching competencies are noted, while age and gender show minimal impact. Discrepancies between PST self-assessments and CT ratings underscore the need for targeted curriculum enhancements. Mathematics PSTs rated themselves higher than their CTs, whereas English and Science PSTs were rated higher. Recommendations include revising admission policies, implementing professional development, and enriching curriculum content to address identified competency gaps and ensure robust preparation for technology-enhanced teaching practices.