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Biology Teachers’ Perceptions and Observed Technological Pedagogical Content Knowledge (TPACK) for Teaching Genetics: Implications for Professional Development
), Caroline Alordiah(2),
(1) University of Delta
(2) University of Delta
Corresponding Author
Abstract
This study examined biology teachers’ perceptions of their competence in integrating technology into genetics instruction and compared these perceptions with their observed classroom practices. The investigation aimed to determine teachers’ self-evaluated technological, pedagogical, and content knowledge (TPACK) and how these beliefs aligned with their actual instructional behaviour. A total of 42 biology teachers from 18 secondary schools in southern Nigeria participated in the survey phase using a 35-item TPACK perception scale, while eight teachers were subsequently observed during genetics lessons. Findings revealed that 88% of the teachers reported a high perception of their TPACK competence. Male teachers demonstrated significantly higher self-ratings than female teachers, although perceptions did not differ by age, qualifications, or years of teaching experience. Classroom observations largely confirmed teachers’ self-reported competencies, except in the areas of cooperative learning strategies and real-world applications of genetics. The study recommends confidence-building initiatives for female teachers and strengthened professional development programs to enhance technology-supported genetics instruction.
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