Enhancing Prospective Teachers' Professional Competence: A Project-based Learning Approach with the Technological Pedagogical Content Knowledge (Tpack) Model

Abstract

The presence of skilled and knowledgeable educators who have a profound understanding of scientific and technological subjects can have a significant impact on the quality of education during the industrial revolution era. This study explores the effectiveness of a project-based learning (PBL) approach integrated with the Technological Pedagogical Content Knowledge (TPACK) model in enhancing the professional competence of prospective teachers. The TPACK framework emphasizes the intersection of technological knowledge, pedagogical knowledge, and content knowledge, providing a holistic view of effective teaching practices. The research employs a R and D methods design, involving pre- and post-assessments, and quantitative analysis of participants' experiences. Aspiring educators participate in project-based exercises that are specifically crafted to seamlessly incorporate technology into their instructional approaches, thereby cultivating the growth of TPACK. Results indicate a significant improvement in participants' professional competence, demonstrating the efficacy of the PBL approach within the TPACK framework. Implications for teacher education programs and recommendations for future research are discussed. This study makes a valuable contribution to the ongoing conversation surrounding innovative pedagogical methods for effectively preparing educators to navigate the challenges of today's diverse and dynamic classrooms

for future research are discussed. This study makes a valuable contribution to the ongoing conversation
surrounding innovative pedagogical methods for effectively preparing educators to navigate the challenges of today's
diverse and dynamic classrooms