The Interconnection Between Technological, Pedagogical and Content Knowledge in Primary School Lesson Planning

Arjana Zhubi, Hatixhe Ismajli


The purpose of this research is to analyze the relationship between technological, pedagogical knowledge and content of primary school teachers who plan in the teaching process. At the same time, verify in which area of knowledge teachers are best prepared to plan their lessons. Theoretical framework during the research was used the model TPACK (The Technological, Pedagogical, Content, Knowledge), which explains the interaction between this knowledge to realize a more innovative process in teaching and learning. The research was conducted in four centers in Kosovo: Prishtina, Mitrovica, Prizren, and Gjakova. Participants in this study are 363 primary school teachers based on the sample size determination table according to the probability method, with 95% confidence and a 5% error margin. The standardized questionnaire for teachers, "Survey of Service Teachers' Knowledge of Teaching and Technology"-TPACK survey, was used to collect quantitative data. The results of this research proved that the use of technology in the teaching process does not belong only to the context of technological knowledge, but also requires the development of deeper understandings of the complex network of relationships between pedagogy and teaching content. At the same time, these data will contribute at the local and central level to the formulation of educational policies, curriculum revisions, and the design of training programs with a focus on technological, pedagogical, and content knowledge constructs –TPACK.


Content knowledge, Lesson planning, Pedagogical knowledge, Technological knowledge.

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