Exploring preservice preschool teachers' technological pedagogical content knowledge (TPACK) and its predicting factors

Abstract

With the rapid development of information technology, supporting and developing pre-service teachers' technology pedagogical content knowledge (TPACK) has become a top priority in higher education in China. This study investigated pre-service teachers' technological pedagogical content knowledge (TPACK) and the factors that influence it. This study collected data from pre-service teachers at three public universities in China using the Pre-service Teacher Technological Pedagogical Content Knowledge (PT-TPACK) survey, including seven domains: Technology Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Descriptive statistics and SPSS data analysis were used for data analysis, with a significance level of 0.05. The results showed that the overall TPACK level of preservice preschool teachers was above average, and there are differences among various dimensions; There is no significant difference in TPACK levels among preschool teachers in terms of gender and grade; There are significant differences in terms of student origin and teaching internships.