Examining Tpack Acquisition Among Teachers for Supporting Learners with Special Educational Needs in Inclusive Classrooms
Keywords:
Special Education, Age, TPACK Profile, Inclusion, Descriptive Correlational, challenges, action plan, Cebu CityAbstract
This study examined the inclusion teachers’ profile, TPACK profile and the challenges they have encountered while utilizing their TPACK in an inclusion classroom at Don Vicente Rama Memorial National High School-Night, Cebu City. The collection of data from 37 high school teachers was achieved through the use of an adapted survey questionnaire in TPACK using a descriptive-correlational design. The findings indicate a significant correlation between their ages and their TPACK profile. Therefore, teachers belonging to specific age ranges have a more advanced TPACK profile than teachers belonging to other age ranges. According to their honest responses to the indicators in each TPACK component, the teachers’ TPACK profile is considered very good. Meanwhile, lack of training, lack of resources and lack of knowledge in technology were the most answered challenges the teacher respondents have encountered while utilizing their TPACK in an inclusion set-up. With all the results and findings, an action plan was created to address the teacher respondents’ challenges while utilizing their TPACK to help them improve the utilization of their TPACK as inclusion teachers.
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