TITLE:
Developing Technology Pedagogical and Content Knowledge in Pre-Service Accounting Teachers with the Use of Audio-Visuals: A Ghanaian Perspective
AUTHORS:
Bernard Fentim Darkwa, Douglas Darko Agyei
KEYWORDS:
Audio-Visuals, Professional Development, TPACK, Pre-Service Accounting Teachers, Accounting Education
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.9 No.7,
July
28,
2021
ABSTRACT: The paper focused on how eight pre-service teachers developed their TPACK
to integrate audio-visual materials in teaching concepts in Accounting in
Senior High Schools in Ghana. Sequential multiple case study design was
employed to observe two cohorts of four pre-service teachers who worked in two
phases of professional development to design and enact Accounting audio-visual
supported lessons. Data for the study were collected through observation,
interview, lesson documents and questionnaires. Content and thematic analysis procedures were used to analyse the qualitative data, whilst means and
standard deviation were used to analyse the quantitative data. It emerged from the results that the pre-service
teachers developed their TPACK significantly through the professional
development arrangement. The study also revealed that the teachers themselves
developed knowledge of their subject matter which they teach much better when
they designed and prepared to enact the audio-visual lessons. One limiting
factor however, that impeded their
proficient TPACK development, was lack of
ICT resources. Consequently, the study advocates that key stakeholders in
education must put priority on the provision of ICT facilities in Ghanaian
schools; easy access to ICT resources will certainly contribute to teachers’
use of ICT innovations in schools.