Technological, Pedagogical, and Content Knowledge (TPACK) and 21st Century Teaching Skills of the Migrant Filipino Science Teachers in Thailand
DOI:
https://doi.org/10.5281/zenodo.18910749Keywords:
Technological, pedagogical, content knowledge, 21st-century teaching skills, migrant Filipino science teacherAbstract
This study examines the Technological, Pedagogical, and Content Knowledge (TPACK) and 21st-century teaching skills of migrant Filipino science teachers in Thailand, employing a descriptive research design. By employing purposive sampling for participant selection, data were collected through a targeted questionnaire distributed via Google Forms on social media. Analysis utilized robust statistical methods, including frequency counts, percentages, and various correlation techniques, ensuring thorough insights. The findings reveal that most migrant Filipino science teachers are young adults with bachelor's degrees and 6-10 years of teaching experience, primarily working in government Thai bilingual schools at the elementary level. They demonstrate strong proficiency in TPACK, showcasing mastery in technological, pedagogical, and content knowledge. Additionally, their high competency in 21st-century teaching skills—such as Learning and Innovation Skills, Information and Media Skills, and Career Skills—was evident. Notably, the study revealed moderate to strong positive correlations between TPACK levels and the manifestation of these skills, underscoring the pivotal role of TPACK in enhancing teaching effectiveness. In conclusion, this research offers valuable insights into the profiles, TPACK levels, and skill competencies of migrant Filipino science teachers in Thailand, contributing to a deeper understanding of their professional strengths and potential for growth.
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