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Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia

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Abstract

This study has investigated the technological knowledge (TK) and technological pedagogical and content knowledge (TPACK) confidence of 113 Saudi pre-service teacher students who were in their final year of the teacher education program. For this purpose, a descriptive survey method was used, and the data was obtained using the TPACK Confidence Survey (TCS). The results indicated a high percentage of participants had a very low level of perceived competences while using digital technologies for teaching and learning. Similarly, participants expressed a very low level for most TPACK integration practices. Female pre-service teacher participants exhibited a more significant confidence and readiness to engage in information and communication technology practices to transform learning outcomes of students. Several implications and recommendations are derived and discussed in this study.

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Acknowledgements

This study acknowledges the financial support of the Deanship of Scientific Research at King Faisal University under the Grant Number (150077).

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Correspondence to Ahlam Mohammed Al-Abdullatif.

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Al-Abdullatif, A.M. Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia. Educ Inf Technol 24, 3393–3413 (2019). https://doi.org/10.1007/s10639-019-09924-0

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