摘要：The paper focused on how eight pre-service teachers developed their TPACK to integrate audio-visual materials in teaching concepts in Accounting in Senior High Schools in Ghana. Sequential multiple case study design was employed to observe two cohorts of four pre-service teachers who worked in two phases of professional development to design and enact Accounting audio-visual supported lessons. Data for the study were collected through observation, interview, lesson documents and questionnaires. Content and thematic analysis procedures were used to analyse the qualitative data, whilst means and standard deviation were used to analyse the quantitative data. It emerged from the results that the pre-service teachers developed their TPACK significantly through the professional development arrangement. The study also revealed that the teachers themselves developed knowledge of their subject matter which they teach much better when they designed and prepared to enact the audio-visual lessons. One limiting factor however, that impeded their proficient TPACK development, was lack of ICT resources. Consequently, the study advocates that key stakeholders in education must put priority on the provision of ICT facilities in Ghanaian schools; easy access to ICT resources will certainly contribute to teachers’ use of ICT innovations in schools.
