Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey

TLDR

The study examined Singaporean pre‑service teachers’ profiles regarding their technological pedagogical content knowledge (TPACK). The authors surveyed 1,185 pre‑service teachers using a TPACK questionnaire. Exploratory factor analysis revealed five distinct TPACK constructs, yet participants largely failed to differentiate between them, with only modest gender differences and negligible effects of age or teaching level, underscoring implications for TPACK survey development.

Abstract

Abstract This paper examined the profile of Singaporean pre‐service teachers in terms of their technological pedagogical content knowledge (TPACK). A total of 1185 pre‐service teachers were studied with a TPACK survey. An exploratory factor analysis found five distinctive constructs: technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology and knowledge from critical reflection. The participants of this study did not make conceptual distinctions between TPACK constructs such as technological content knowledge and technological pedagogical knowledge. There were some differences in their TPACK perceptions by gender. However, the influence of age and teaching level were not strong. The methodological and theoretical implications for the development of TPACK surveys were discussed.