AN ASSESSMENT ON TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) FOR TRAINED TEACHERS OF GIFTED AND TALENTED (GT) CLASSES IN THE DIVISION OF QUEZON

This paper assessed the importance and use of technology, pedagogy and content knowledge (TPACK) for trained teachers teaching gifted and talented (GT) pupils in the Division of Quezon. A descriptive – survey design was used to collect quantitative data from the 66 participants who were purposive – total population sampled. It was guided by 5 research objectives; (1) the demographic profile of the respondents; (2) extent of utilization of technology as a tool in teaching; (3) GT teachers perceived knowledge relative to TPACK subscales (technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological content knowledge (TPK) and technological, pedagogical and content knowledge (TPACK); (4) the significant difference on the level of respondents’ technological, pedagogical and content knowledge based on the respondents’ profile; (5) the the significant difference between the results of the extent of utilization of technology in class. Results show that majority of the respondents were females, 31 – 40 years old and had been teaching for more than 10 years. Laptop/netbook, powerpoint presentation, computer/desktop, and television were the technologies utilized to the great extent in lecture/discussion and giving task/assignments to the students. The respondents agreed on the perceived knowledge on TK, strongly agreed on CK, strongly agreed on PK, strongly agreed on PCK, strongly agreed on TCK, agreed on TPK and strongly agreed on TPACK. Finally, the result of the study showed that there is a significant difference in the level of respondents' technological, pedagogical and content knowledge (TPACK) based on the respondents' demographic profile.