• Zoya Javed
• Dr. Prem Prabha Singh

The development of a teacher's proficiency and competence is the focus of a program known as teacher education. This program equips and empowers teachers to meet the demands of their profession and to take on its challenges, and the biggest challenge which is needed to be worked upon is teachers’ competency in using new technologies during their classroom teaching. Technology is now widely used in every aspect of society and education. Podcasts, video case studies, online content delivery, technology-based support, supervision, and feedback, as well as virtual or simulation-based learning experiences, are the major categories of research and technological application in teacher education to date. The professional growth of teachers appears to be heavily reliant on the training of pre-service teachers in the educational use of technology. Despite the numerous efforts made by researchers and educators over the course of the year during the COVID and post-COVID periods to make teachers "tech-savvy" or knowledgeable about the educational uses of technology, teachers still lack the abilities and knowledge necessary to effectively teach using technology. The aim of the study was to evaluate the TPACK responses of the prospective teachers enrolled in the b.Ed program during their practice teaching. The population selected was prospective teachers enrolled in the b.Ed program of Prayagraj district. In this study, 50 science lessons of 50 prospective teachers from the 2 colleges of Prayagraj district were observed in relation to the knowledge of 7 various domains used by prospective teachers, such as knowledge of the subject matter, lesson planning, lesson presentation, teaching methods, learners, assessment, and technology used. A Response scale/observation protocol developed by the researcher on the 7 key domains was used. The hypothesis made was accepted. Major findings suggest that only 2.15% of the pre-service teachers are tech savvy, or they use techno-educational inputs while preparing their lesson plan or delivering the content. The rest of the 97.85% were unaware of what and how to use technology during their lessons. So, findings suggest that there is a need to consider adopting long-term approaches for pre-service teachers enrolled in the B.Ed. program. The flexibility of the system is therefore built in because it is always possible to alter, enhance, and construct new teaching-learning activities.

Prospective Teachers, Subject Matter, Lesson Planning, Presentation, Teaching Methods, Assessment, Technology

"Evaluation of TPACK (Techno Pedagogical And Content Knowledge) of prospective teachers during their practice teaching.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 2, page no.f76-f82, February-2023, Available :http://www.jetir.org/papers/JETIR2302509.pdf

"Evaluation of TPACK (Techno Pedagogical And Content Knowledge) of prospective teachers during their practice teaching.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 2, page no. ppf76-f82, February-2023, Available at : http://www.jetir.org/papers/JETIR2302509.pdf