Wenqing, Z., & Nair, S. M. (2022). TPACK application of Chinese preservice teachers in their internship in kindergartens. International Journal of Arts Humanities and Social Sciences Studies, 7(5), 79-87. http://www.ijahss.com/Paper/07052022/1179451648.pdf

Abstract:

“Aims: The Objective Of This Study Is To Explore The Application Of Technological Pedagogical And Content Knowledge (Tpack) Of Preschool Trainees In The Early Children Development And Health Management Major In China. And The Factors Related To These Preservice Teachers’ Tpack Application Is Also Studied.
Study design: In this paper, the author employed a descriptive research design using the online questionnaire to obtain the quantitative data.
Methodology: This study uses correlational design. The sample of this study consists of 45 preschool trainees (females final-year students from a public college in Hunan, China), who are majoring in the Early Children Development and Health Management and will be be future preschool teachers. The researchers used online questionnaire to investigate the trainees’ TPACK and the related factors. The data was analyzed using SPSS Program for IOS version 25. The correlation test was carried out to investigate the factors related to the
trainees’ TPACK.
Results: The findings clearly indicates that trainees’ application of Content Knowledge (CK) and Pedagogical Knowledge (PK), are strongly correlated with TPACK, which is consistent with former researches. Moreover, among this 45 samples, the degree of correlation between the application of PK and TPACK (r=0.821) is stronger than the correlation between CK application and TPACK application (r=0.730).
Conclusion: These findings have crucial pedagogical implications because it indicate factors related to preschool trainees’ TPACK. The trainees’ scores for their TPACK application does not show a good result, and the mean score is 65.11 percent, while the score range 0 to 100 percents. These results suggest that the trainees’ TPACK application should be further improved. 71.1% of them scored under 75 percentage of their TPACK application and only 28.9% of them thought their TPACK application could be above 75 percentage, which
could be considered as good at using TPACK during their teaching internship. In addition, the findings showed that their application of CK and the PK has strong positive correlations with their application of TPACK”