Examining The Perspective Of TVET Teachers In Rwanda Regarding Their Level Of Technological And Pedagogical Content Knowledge(TPACK)

This research suggests that teachers who readily incorporate technology into their classes are more likely to espouse pedagogical beliefs.The character of the teacher’s technologyintegrated lessons may be similar to the teacher’s use of learner-centered methods in terms of demands,according to the evidence.The relationship between technology use and pedagogy suggests that teachers are capable to maintain engaging learner-centered classroom environments where technology serves as a powerful instrument for learning.Already stated research investigates how teachers’ views of learning and teaching have changed as a result of technological advances,their use of technology in the classroom,and their pedagogical practices,as it reveals the level of teachers’ ability to see how technology works and how they implement it in the teaching and learning process in the classroom.The findings of the research could contribute to advancing Rwanda’s present instructional objectives examination and application evaluation for their accomplishments.It also suggests potential remedies,one of which is Technological,Pedagogical and Content Knowledge(TPACK)training,which will make it easier to achieve the goals.The method of data collection is illustrative analysis,and the instruments for data collection were questionnaires and interviews.The outcome of the volunteers indicated that an average number of respondents fully acknowledge statements analyzing their TPACK according to the findings.Before I started the research field,I found that the teachers were the first to tell me about the TPACK model.I told them that other TVET institutions that us it,and these institutions use it for students who are successful in the state exams,I taught them how to use it in teaching,and how important it is for them and their students.After that,I went back to the field and I found that they had started to use it,they had an English teacher who trained them in the TPACK model,because the government had trained the English teachers in how to use the teaching aids including ICT tools during the teaching in the classroom,now the teachers feel free to use ICT in teaching and they are familiar with the importance of technology in their teaching lessons.I found that the teachers and learners used ICT tools in the smart classroom.The research findings showed that all teachers in terms of gender,non-professional teachers,and professional teachers were influenced to use TPACK in teaching and learning in the classroom.According to the findings,further work is needed to improve teachers’ understanding of TPACK in order to successfully incorporate ICT into the teaching and learning process in the classroom.The teacher knowledge framework,or TPACK,has been the subject of numerous research projects.Findings in Rwanda demonstrate that TVET teachers are well-equipped with pedagogical expertise,as well as technological and content understanding.The Rwandan government has provided facilities for vocational trainers and coaches and the results indicated that those who had received them have outperformed those who have not.Business sectors in Rwanda invest in the establishment of training and consultancy businesses to improve the TPACK proficiency of TVET teachers.The survey method was utilized to look at teacher’s perspectives on TVET teachers’ TPACK,in particular,on how they use technology in the teaching and learning process.Volunteer teachers(n=20)from different TVET schools participated in the study at Gashonga TVET schools and Rwinzuki TVET schools.The findings imply that more work is needed to improve working teachers’ understanding of TPACK in order to successfully integrate ICT into the teaching and learning process in the classroom.