A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

2017-7-24
Tondeur, Jo
Scherer, Ronny
Siddiq, Fazilat
Baran, Evrim
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.

Citation Formats
J. Tondeur, R. Scherer, F. Siddiq, and E. Baran, “A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!,” Australasian Journal of Educational Technology, vol. 33, no. 3, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/51634.