An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective

Vicente Chua Reyes Jr., Christine Reading, Nadya Rizk, Sue Gregory, Helen Doyle
DOI: 10.4018/IJICTE.2016100101
(Individual Articles)
No Current Special Offers


Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.
Article Preview

Literature Review: Tpack In An Australian Context

This inquiry uses the TPACK framework as a lens to examine pre-service teachers’ knowledge of the technology, pedagogy and content interface. This exploratory analysis provides insights into how respondents make sense of TPACK as a result of the learning environments of courses, workshops, and other pre-service experiences. This paper provides an emerging portrait of TPACK perceptions of pre-service teachers in the subject domain of science. This becomes especially illuminating as it is situated within this regional university that is known as a leader in the provision of online courses and education.

Complete Article List

Search this Journal:
Volume 20: 1 Issue (2024)
Volume 19: 1 Issue (2023)
Volume 18: 3 Issues (2022)
Volume 17: 4 Issues (2021)
Volume 16: 4 Issues (2020)
Volume 15: 4 Issues (2019)
Volume 14: 4 Issues (2018)
Volume 13: 4 Issues (2017)
Volume 12: 4 Issues (2016)
Volume 11: 4 Issues (2015)
Volume 10: 4 Issues (2014)
Volume 9: 4 Issues (2013)
Volume 8: 4 Issues (2012)
Volume 7: 4 Issues (2011)
Volume 6: 4 Issues (2010)
Volume 5: 4 Issues (2009)
Volume 4: 4 Issues (2008)
Volume 3: 4 Issues (2007)
Volume 2: 4 Issues (2006)
Volume 1: 4 Issues (2005)
View Complete Journal Contents Listing