Abstract
Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.
Highlights
Recent decades have been characterised by accelerated technological utilisation
This study explored whether the perceptions of pre-service teachers resulted in a sevenconstruct model configuration that is supported by the TPACK framework
This study examined the construct validity of the TPACK framework in Schmidt et al (2009) SPTKTT through an exploratory factor analyses (EFA) that was conducted based on the perceptions of a sample of pre-service teachers at a British Private University in Malaysia
Summary
Recent decades have been characterised by accelerated technological utilisation. Globally, educational landscapes have undergone significant changes; schools are progressively adopting a wide variety of technological tools with which the enhancement of teaching and learning processes is believed to occur (Estes et al, 2016; Keengwe and Onchwari, 2011). The TPACK framework has been utilised in surveys to assess pre-service teachers‟ perceptions of their knowledge and skills in integrating technology into their teaching practice (Lux et al, 2011; Sahin, 2011; Schmidt et al, 2009) The reliability of such an assessment, first necessitates that the construct validity of the TPACK framework is firmly established. One study (Nordin and Tengku Ariffin, 2016) has been conducted in a Malaysian public teacher preparation programme context to date
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