ELEMENTARY PRACTICE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE ON REPRODUCTIVE HEALTH EDUCATION: A MIXED METHODS ANALYSIS

Abstract

Reproductive Health Education (RHE) has long been recognized as a vital component of school curricula and has a crucial role in promoting sexual health and well-being. Elementary educators stand at the forefront of introducing RH concepts to young learners. Hence, Elementary Practice Teachers must be developed with adequate competencies to perform such a sensitive role. This study investigated the levels of Technological, Pedagogical, and Technological Knowledge on Reproductive Health Education among 94 Elementary Practice Teachers of 4 sampled Teacher Education Institutions. Quantitative and qualitative data collection and analysis were conducted independently yet concurrently using convergent parallel mixed methods design. A researcher-made survey questionnaire was used for quantitative collection, while interview guides were used for the qualitative components.  Results showed an adequate level of knowledge in the TPACK domains of RHE, with no statistically significant difference across the four institutions. Key themes included the PT's recognition of its importance, the challenge of addressing stigmas and prejudices, the need for more structured and targeted training, and more technological enhancement.