Integrating Pedagogical Knowledge and TPACK for Effective English Teaching in Bagamoyo District, Tanzania

Abstract

This study investigates how pedagogical knowledge, supported by the Technological Pedagogical Content Knowledge (TPACK) framework, influences the effectiveness of English language teaching in public secondary schools in Bagamoyo District, Tanzania. Using a mixed-method approach with a sequential explanatory research design, the study sampled 62 participants, including Form One and Form Three English teachers, head teachers, Ward Education Officers, and a District Education Officer. Quantitative data were collected through a Likert scale questionnaire, while qualitative data were gathered via classroom observations and interviews. Data analysis was performed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings indicate variability in teachers’ confidence and ability to apply pedagogical strategies, with significant challenges related to the integration of ICT tools. While many teachers recognize the value of ICT in enhancing English instruction, gaps in technological knowledge and access to resources limit its implementation. The study highlights the need for enhanced professional development and improved ICT infrastructure to support the integration of technology in teaching. Recommendations focus on teacher training programs and resource allocation to better equip educators for 21st-century English language education