Skip to main content

Advertisement

SpringerLink
Log in

Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Most countries stress that preparing quality teachers for twenty-first century students is an essential task for teacher training institutions. Besides the skills for how to teach subjects effectively, teachers should also know how to integrate digital technology into their teaching. Several studies have been done based on the TPACK framework. Some of these studies use this framework for specific subject domains. In this study a generally applicable instrument for measuring TPACK was created. The aim of the paper was to validate the created instrument and to find out how pre-service teachers perceive their technological, pedagogical and content knowledge regarding the TPACK framework in Estonia, in a technologically highly developed country where technology is broadly used in general education. Conducting factor analysis all items with technology merged into one factor meaning that young generation perceives technology already integrated with content and pedagogy. The results indicate that pre-service teachers lack pedagogical knowledge, but they perceive that they are good at integrating technology into their teaching. Differences in perceptions were also found according to gender, age and curricula.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Agyei, D. D., & Keengwe, J. (2012). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies, 19(1), 155–171.

    Article  Google Scholar 

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154–168.

    Article  Google Scholar 

  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55, 1656–1662.

    Article  Google Scholar 

  • Ball, D., & McDiarmid, G. W. (1990). The subject matter preparation of teachers. In W. R. Houston (Ed.), Handbook for Research on Teacher Education. New York: Macmillan.

    Google Scholar 

  • Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606.

    Article  Google Scholar 

  • Berliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56(3), 205–2013.

    Article  Google Scholar 

  • Boyd, D., Goldhaber, D., Lankford, H., & Wyckoff, J. (2007). The effect of certification and preparation on teacher quality. The Future of Children, 17(1), 45–68.

    Article  Google Scholar 

  • Cain, T. (2015). Teachers’ engagement with published research: Addressing the knowledge problem. Curriculum Journal, 26(3), 488–509. doi:10.1080/09585176.2015.1020820.

    Article  Google Scholar 

  • Canbazoğlu Bilici, S., Yamak, H., Kavak, N., & Guzey, S. S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for preservice science teachers: Construction, validation and reliability. Egitim Arastirmalari - Eurasian Journal of Educational Research, 52, 37–60.

    Google Scholar 

  • Cengiz, C. (2015). The development of TPACK, technology integrated self-efficacy and instructional technology outcome expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411–422.

    Article  Google Scholar 

  • Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.

  • Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184–1193.

    Article  Google Scholar 

  • Dong, Y., Chai, C. S., Sang, G.-Y., Koh, H. L., & Tsai, C.-C. (2015). Exploring the profiles and interplays of pre-service and Inservice teachers’ technological pedagogical content knowledge (TPACK) in China. Educational Technology & Society, 18(1), 158–169.

    Google Scholar 

  • Estonian Lifelong Learning Strategy 2020. (2014). Available: https://www.hm.ee/sites/default/files/estonian_lifelong_strategy.pdf. Accessed 25 Apr 2017.

  • Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers, Teacher Development. An international journal of teachers’ professional development, 17(3), 334–346. doi:10.1080/13664530.2013.813766.

    Google Scholar 

  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57, 1953–1960.

    Article  Google Scholar 

  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L, & Harris, R. (2009). TPACK development in science teaching: measuring the TPACK confidence of inservice science teachers. Techtrends, 53(5), 70–79. doi:10.1007/s11528-009-0328-0.

  • Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28, 530–546.

    Article  Google Scholar 

  • Groff, J. (2013). Technology-rich innovative learning environments. OECD CERI Innovative Learning Environments Project. Available: http://www.oecd.org/edu/ceri/Technology-Rich%20Innovative%20Learning%20Environments%20by%20Jennifer%20Groff.pdf Accessed 25 Apr 2017.

  • Grossman, P. L. (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopaedia of teaching and teacher education (pp. 20–24). Oxford: Pergamon.

    Google Scholar 

  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers & Teaching, 15(2), 273–289. doi:10.1080/13540600902875340.

    Article  Google Scholar 

  • Haridussilm. (2016). Education statistics. Available: http://haridussilm.ee/. Accessed 25. Apr 2017.

  • Howes, L. M., & Goodman-Delahunty, J. (2015). Teachers’ career decisions: Perspectives on choosing teaching careers, and on staying or leaving. Issues in Educational Research, 25(1), 18–35.

    Google Scholar 

  • Hu, L., & Bentler, M. P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.

    Article  Google Scholar 

  • Hüseyin, Ö. (2015). Assessing pre-service English as a foreign language teachers’ technological pedagogical content knowledge. International Education Studies, 8(5), 119–130.

    Google Scholar 

  • Jöreskog, K. G., & Sörbom, D. (2006). LISREL 8.80 for windows [computer software]. Lincolnwood: Scientific Software International, Inc..

    Google Scholar 

  • Kaya, S., & Dağ, F. (2013). Turkish adaptation of technological pedagogical content knowledge survey for elementary teachers. Educational Sciences: Theory & Practice, 13(1), 302–306.

    Google Scholar 

  • Kaya, Z., Kaya, O. N., & Emre, I. (2013). Adaptation of technological pedagogical content knowledge scale to Turkish. Educational Sciences: Theory and Practice, 13(4), 2367–2377.

    Google Scholar 

  • Kazu, I. Y., & Erten, P. (2014). Teachers’ technological pedagogical content knowledge self-Efficiaces. Journal of Education and Training Studies, 2(2), 126–144.

    Article  Google Scholar 

  • Kelley, K., & Lai, K. (2011). Accuracy in parameter estimation for the root mean square error of approximation: Sample size planning for narrow confidence intervals. Multivariate Behavioural Research, 46(1), 1–32.

    Article  Google Scholar 

  • Kline, R. B. (2011). Principles and practice of structural equation modeling (Third ed.). New York: Guilford Press.

    MATH  Google Scholar 

  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740–762.

    Article  Google Scholar 

  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563–573.

    Article  Google Scholar 

  • Koh, J. H. L., Chai, C. S., Hong, H.-Y., & Tsai, C. C. (2015). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, 43(5), 378–391. doi:10.1080/1359866X.2014.941280.

    Article  Google Scholar 

  • Kopcha, T. J., Ottenbreit-Leftwich, A., Jung, J., & Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78, 87–96.

    Article  Google Scholar 

  • Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30(10), 1343–1363.

    Article  Google Scholar 

  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science, 38, 1–21.

    Article  Google Scholar 

  • Lin, T.-C., Tsai, C.-C., Chai, C. S., & Lee, M.-H. (2013). Identifying science teachers’ perceptions of technological, pedagogical, and content knowledge (TPACK). Journal of Science Education and Technology, 22, 325–336.

    Article  Google Scholar 

  • Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012–1022.

    Article  Google Scholar 

  • Marino, M. T., Sameshima, P., & Beecher, C. C. (2009). Enhancing TPACK with assistive technology: Promoting inclusive practices in preservice teacher education. Contemporary Issues in Technology and Teacher Education, 9(2), 186–207.

    Google Scholar 

  • Ministry of education and science. (2015). Haridus- ja Teadusministeeriumi aasta-analüüs 2015. Available: https://www.hm.ee/sites/default/files/aastaanalyys2015_kokkuvote_16sept.pdf. Accessed 25 Apr 2017.

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Murray, F. B. (2001). The overreliance of accreditors on consensus standards. Journal of Teacher Education, 52(2), 211–222.

    Article  Google Scholar 

  • Muthén, L., & Muthén, B. O. (1998–2010). Mplus users guide & Mplus version 6.0. Available: http://www.statmodel.com. Accessed 25 Apr 2017.

  • OECD. (2015). Students, Computers and Learning. Paris: Making the Connection, OECD Publishing. doi:10.1787/9789264239555-en.

    Book  Google Scholar 

  • Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263.

    Article  Google Scholar 

  • Paulick, I., Großschedl, J., Harms, U., & Möller, J. (2016). Preservice teachers’ professional knowledge and its relation to academic self-concept. Journal of Teacher Education, 67(3), 173–182. doi:10.1177/0022487116639263.

    Article  Google Scholar 

  • Phillips, K. R., De Miranda, M. A., & Shin, J. (2009). Pedagogical content knowledge and industrial design education. Journal of Technology Studies, 35(2), 47–55.

    Google Scholar 

  • Prensky, M. (2001). Digital natives, digital immigrants part 1. Horizon, 9(5), 1–6.

    Article  Google Scholar 

  • van der Schaaf, M. F., & Stokking, K. M. (2011). Construct validation of content standards for teaching. Scandinavian Journal of Educational Research, 55(3), 273–289.

    Article  Google Scholar 

  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technology pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.

    Article  Google Scholar 

  • Schreiber, B. J., Stage, K. F., King, J., Nora, A., & Barlow, A. E. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99(6), 323–338.

    Article  Google Scholar 

  • Shih, C.-L., & Chuang, H.-H. (2013). The development and validation of an instrument for assessing college students’ perceptions of faculty knowledge in technology-supported class environments. Computers & Education, 63, 109–118.

    Article  Google Scholar 

  • Shinas, V. H., Yilmaz-Ozden, S., Mouza, C., Karchmer-Klein, R., & Glutting, J. J. (2013). Examining domains of technological pedagogical content knowledge using factor analysis. Journal of Research on Technology in Education, 45(4), 339–360.

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–23.

    Article  Google Scholar 

  • Sung, P.-F., & Yang, M.-L. (2013). Exploring disciplinary background effect on social studies teachers’ knowledge and pedagogy. The Journal of Educational Research, 106, 77–88.

    Article  Google Scholar 

  • Taimalu, M., Luik, P., & Täht, K. (2017). Teaching motivations and perceptions during the first year of teacher education in Estonia. In H. M. G. Watt, P. W. Richardson, & K. Smith (Eds.), Global perspectives on teacher motivation (pp. 189–219). New York: Cambridge University Press.

  • Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4), 952–969.

    Article  Google Scholar 

  • Watt, H. M. G., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-choice scale. Asia-Pacific Journal of Teacher Education, 40, 185–197.

    Article  Google Scholar 

  • Yurdakul, I. K., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58, 964–977.

    Article  Google Scholar 

  • Zelkowski, J., Gleason, J., Cox, D. C., & Bismarck, S. (2013). Developing and validating a reliable TPACK instrument for secondary mathematics preservice teachers. Journal of Research on Technology in Education, 46(2), 173–206.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Tartu, Institute of Computer Sciences, J. Liivi 2, 50409, Tartu, Estonia

    Piret Luik & Reelika Suviste

  2. University of Tartu, Institute of Education, Salme 1a, 50103, Tartu, Estonia

    Mere Taimalu

Authors
  1. Piret Luik
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mere Taimalu
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Reelika Suviste
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Piret Luik.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Luik, P., Taimalu, M. & Suviste, R. Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Educ Inf Technol 23, 741–755 (2018). https://doi.org/10.1007/s10639-017-9633-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-017-9633-y

Keywords

Search

Navigation