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19-02-2021

Preschool teachers’ perceptions about TPACK in Greek educational context

Authors: Konstantinos Lavidas, Maria-Angeliki Katsidima, Stavroula Theodoratou, Vassilis Komis, Kleopatra Nikolopoulou

Published in: Journal of Computers in Education | Issue 3/2021

Abstract

Technological Pedagogical Content Knowledge (TPACK) is considered a promising theoretical framework for understanding the knowledge teachers require for effective ICT integration. This study investigates the perceptions of 147 Greek in-service preschool teachers about their knowledge and skills regarding ICT integration in their educational practices. In this context, a scale of 28 items was used to record teachers’ perceptions according to the seven domains of the TPACK model. The validity and the reliability of the scale used were established. Moreover, the findings revealed that preschool teachers have satisfactory perceived self-efficacy for the integration of ICT in all seven domains of TPACK. Teachers’ age, teaching experience, and educational level seem to explain the perceived self-efficacy for ICT integration. The ICT teacher training program about ICT integration in classroom practices is indicated as the basic factor for integrating ICT in teaching. Implications for preschool teacher professional development are discussed.

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Title: Preschool teachers’ perceptions about TPACK in Greek educational context
Authors: Konstantinos Lavidas
Maria-Angeliki Katsidima
Stavroula Theodoratou
Vassilis Komis
Kleopatra Nikolopoulou
Publication date: 19-02-2021
Publisher: Springer Berlin Heidelberg
Published in: Journal of Computers in Education / Issue 3/2021
Print ISSN: 2197-9987
Electronic ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-021-00184-x

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