Enhancing teachers’ technological, pedagogical, and content knowledge and biology competence through need-based professional development

Abstract

This mixed-methods study, using a sequential exploration approach, investigated the impact of a need-based professional development (TPD) program on the Technological, Pedagogical, Content Knowledge (TPACK) of non-teacher education graduates teaching Biology. Results indicated significant improvement in the teachers’ Biology competence and knowledge bases except for technology. The study recommends need-based TPDs to enhance teachers’ TPACK, especially technology.