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. Copyright © 2023 ISTE.
Original language | English |
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Journal | Journal of Research on Technology in Education |
Early online date | Apr 2023 |
DOIs | |
Publication status | E-pub ahead of print - Apr 2023 |
Citation
Yang, W., Wu, D., Liao, T., Wu, R., & Li, H. (2023). Ready for a technology future? Chinese preservice preschool teachers’ technological pedagogical content knowledge and its predicting factors. Journal of Research on Technology in Education. Advance online publication. doi: 10.1080/15391523.2023.2196458Keywords
- Technological pedagogical content knowledge
- Preservice teachers
- Teacher education
- Technology-enhanced curriculum
- Early childhood education