Abstract

This study examines the influence of technological pedagogical and content knowledge (TPACK) on the metacognitive skills of secondary school teachers in Odisha and explores differences in TPACK and metacognitive skills by gender and teaching experience. The study employed a descriptive survey design. The sample consisted of 606 government secondary school teachers in Odisha, selected through a multistage sampling technique. To examine the impact of TPACK on metacognitive skills and the significant differences in metacognitive skills and TPACK by gender and teaching experience, two standardized tools, namely a TPACK questionnaire and a metacognitive skills scale, were used. The reliability coefficients of the TPACK instrument and the metacognitive skills scale were 0.869 and 0.928, respectively. The statistical techniques used in this study were the t-test, correlation, and regression analysis. The findings revealed significant differences in TPACK and metacognitive skills based on gender and teaching experience. Male teachers outperformed female teachers in both TPACK and metacognitive skills, while less experienced teachers had higher TPACK scores and more experienced teachers demonstrated stronger metacognitive skills. Regression analysis showed that TPACK is a significant predictor of metacognitive skills, suggesting a positive relationship between teachers' ability to integrate technology into pedagogy and their metacognitive skills. This study examined the influence of TPACK on the metacognitive skills of secondary school teachers in the Indian context, and the development and standardization of two tools, namely a TPACK questionnaire and a metacognitive skills scale, constitute the unique contribution of this study.

Keywords

Technological Pedagogical and Content Knowledge (TPACK), Metacognitive Skills, Pedagogical Practices, Professional development readiness, Higher-order Thinking Skills, Secondary School Teachers,

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