Ready for a technology future? Chinese preservice preschool teachers’ technological pedagogical content knowledge and its predicting factors

Weipeng Yang*, Dandan Wu*, Ting Liao, Rongxiu Wu, Hui Li

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)
13 Downloads (Pure)

Abstract

The global education system has two primary objectives: achieving universal quality early childhood education (ECE) and integrating information and communication technology (ICT). We sought to determine whether preservice preschool teachers possess the necessary knowledge to integrate ICT into ECE by examining the technological pedagogical content knowledge (TPACK) of 950 preservice preschool teachers in China. The results of latent profile analysis revealed three distinct TPACK profiles: Low (24%, n = 223), Medium (57%, n = 544), and High (19%, n = 183), with the majority of participants exhibiting low to medium levels of TPACK (81% of the sample). Regression analysis further indicated that TPACK profiles were significantly related to the level of education, gender, and professional interest.

Original languageEnglish
Pages (from-to)655-673
Number of pages19
JournalJournal of Research on Technology in Education
Volume56
Issue number6
Early online date3 Apr 2023
DOIs
Publication statusPublished - 2024
Externally publishedYes

Keywords

  • technological pedagogical content knowledge
  • preservice teachers
  • teacher education
  • technology-enhanced curriculum
  • early childhood education

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