Pre-service teachers’ preparedness for Fourth Industrial Revolution teaching and learning

Ethical clearance number: EFEC 3 - 8 / 2019 The data collected and analysed regarding the cognisance of TPACK domains amongst pre-service teachers constitute a response to the three sub-questions. Table 1 represents descriptive statistics based on the research participants’ total responses per focus group to the question relating to the TPACK domains. This was to gain an overall idea of which domains were recorded as the highest. The full quotations (n=129) were coded in line with the TPACK domains across the focus groups (n=3). This was done to ascertain whether or not, and to what extent, during the focus group interviews, the pre-service teachers had a sense or knowledge of any TPACK domain, and how they integrated these domains during their micro-lessons (n=10) observed by the researcher. Furthermore, Table 2 presents the data primarily in response to focus group interview questions primarily related to the sub-question 1. And, Table 3 presents the data primarily in response to focus group interview questions primarily related to the sub-question 2. And, Table 4 presents the data in response to focus group interview questions primarily related to sub-question 3.