An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective

Abstract

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed that requires empirical confirmation. This inquiry depicts a portrait of the emerging domains of TPACK from our sample. The relevance of the findings of the inquiry and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.