Abstract
This study explored pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers. Data were collected using the Blended Teaching Readiness Instrument and the Technological Pedagogical Content Knowledge-Deep (TPACK deep) Scale. The analyses put forth that pre-service teachers technological pedagogical content knowledge levels were high in the dimensions of design, exertion, and proficiency, whereas their levels were moderate in the dimension of ethics. In addition, pre-service teachers’ blended teaching readiness levels were found to be high in the dimensions of dispositions, online integration, data practices, personalizing instruction, and online interaction. Furthermore, a significant and positive high-level correlation was revealed between pre-service teachers’ technological pedagogical content knowledge levels and their blended teaching readiness. Also, pre-service teachers’ technological pedagogical content knowledge levels could explain 66% of the variance in their blended teaching readiness.
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The datasets analyzed during the current study are available from the corresponding author on reasonable request.
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The data used is available on request.
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Öztürk, M., Türker, P.M. & Kerse, G. Exploring the relationship between pre-service teachers’ TPACK and blended teaching readiness levels: a path analysis. Educ Inf Technol 29, 7321–7340 (2024). https://doi.org/10.1007/s10639-023-12134-4
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DOI: https://doi.org/10.1007/s10639-023-12134-4