[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593313-105":59,"doc-detail-593313-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","preparing-pre-service-teachers-for-teaching-in-the-digital-age","Preparing Pre-Service Teachers for Teaching in the Digital Age","","Preparing pre-service teachers for teaching in the digital age requires reliable development of Technological, Pedagogical, and Content Knowledge (TPACK) and other cross-functional skills. During the COVID-19 pandemic, South African education students experienced an abrupt shift to remote online learning despite widening digital divides. Using the TPACK Model and a mixed-methods design, the study analyzed questionnaire data and a focus group to evaluate whether students’ virtual experiences prepared them for future 4IR classroom teaching practices. Results indicate limited preparedness, informing pedagogy, curriculum, and policy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparing-pre-service-teachers-for-teaching-in-the-digital-age/593313/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparing-pre-service-teachers-for-teaching-in-the-digital-age/593313.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the study?","Question",{"text":112,"@type":113},"To explore pre-service teachers' experiences of digital teaching and determine the extent to which they felt prepared to teach in the digital age.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical framework guides the research?",{"text":117,"@type":113},"The paper is framed by the TPACK Model, focusing on Technological, Pedagogical, and Content Knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"What research approach and data sources were used?",{"text":121,"@type":113},"A mixed-method approach was used, including randomly distributed questionnaires to undergraduate students and a focus group interview with twelve purposively sampled students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593313,1792160919,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Preparing Pre-Service Teachers for Teaching in the  \nDigital Age  \nBy Orhe Arek-Bawa 􀀍 & Sarasvathie Reddy􀁲  \nAt the onset of the COVID-19 pandemic, many traditional contact higher education institutions, such as the institution where the study was based, transitioned abruptly to remote online learning. Students in the School of Education at the institution who are predominantly from the lower end of the socioeconomic digital divide in South Africa had no choice but to navigate digital technologies to further their education. The extent to which their digital learning experience fostered the requisite TPACK (Technological, Pedagogical, and Content Knowledge) and other cross-functional skills needed for the 4IR classrooms remained uncertain. Framed by the TPACK Model, this paper employed a mixed-method approach to understand students' online learning experiences and how their digital learning experiences prepared them for their future teaching practices. Data generated from questionnaires randomly distributed to undergraduate students, followed by a focus group interview with twelve purposively sampled students across the five undergraduate clusters of the school, was used to address the research objective. The findings revealed that it is unlikely that their virtual learning experience could have prepared them for teaching in the digital age. Insights from this paper will benefit academics in their online pedagogical engagements and curriculum design while informing policy directions at the institutional level.  \nKeywords: digital learning, pre-service teachers, 4IR classroom, TPACK, students'experiences  \nIntroduction and Background  \nIn an era of rapidly advancing technologies, the talents ofthe future workforce are expected to be digitally competent and possess other cross-functional skills tobe employable (Äma & Emetarom, 2020; World Economic Forum (WEF), 2020a; 2020b). The same applies in teacher education, where pre-service teachers are expected to acquire cross-functional skills in addition to Technological, Pedagogical, and Content Knowledge (TPACK) in the course of their undergraduate programme (Kroon & Gravett, 2022; Astuti et al., 2019) to be ready for the 4IR classroom that awaits them. In the rapidly evolving world of the 4IR, Kroon and Gravette emphasize the need to engage teachers with tasks that require \"complex thinking, metacognition, and problem-solving; are engaging; and allow for social interaction, experimentation, and curious exploration\" to enable deep learning (2022, p. 12) . That way, pre-service teachers develop these skills/competencies, which they can, in turn, transfer to their learners.  \n􀀍Post-doctoral Fellow, School of Education, University of KwaZulu-Natal, South Africa.  \n􀁲Senior Lecturer, School of Education, University of KwaZulu-Natal, South Africa.  \nAt the start of the pandemic-induced lockdown, the institution where this study was based capacitated the academic community to transition to online remote learning. For most of the student body in the School of Education (SoE) who are from poor socioeconomic backgrounds, remote online learning commenced in rural South Africa since they had to leave their university residences before transitioning to the online learning mode. In the current context, irrespective of the mode of engagement, teachers are expected to develop relevant TPACK and other cross-functional skills to be employable in the digital age (Atibuni, Manyiraho, & Nabitula, 2022). However, the extent to which the students from the SoE engaged digital learning and fostered the requisite TPACK (Technological, Pedagogical, and Content Knowledge) and other cross-functional skills needed to teach in their 4IR classrooms remains uncertain. As such, this study aimed to explore pre-service teachers' experiences of digital teaching to determine the extent to which they felt prepared to teach in the digital age:  \n1. What are pre-service teachers' experiences of digital teaching at the SoE","cbCainOVXsvyPWAn","https://ap.wps.com/l/cbCainOVXsvyPWAn","pdf",337828,22,"English","# Introduction and Background\n## Literature Review\n## Theoretical Framework and Research Methods\n## Data Presentation and Discussion\n## Conclusion","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"To explore pre-service teachers' experiences of digital teaching and determine the extent to which they felt prepared to teach in the digital age.\"},{\"question\":\"Which theoretical framework guides the research?\",\"answer\":\"The paper is framed by the TPACK Model, focusing on Technological, Pedagogical, and Content Knowledge.\"},{\"question\":\"What research approach and data sources were used?\",\"answer\":\"A mixed-method approach was used, including randomly distributed questionnaires to undergraduate students and a focus group interview with twelve purposively sampled students.\"}]","Preparing Pre-Service Teachers for Teaching in the Digital Age | PDF",1792077036,55]