This research finds the TPACK of pre-service teachers in a private college is generally low, suggesting curriculum design improvements and enhanced AI integration.
This study explores the current status and influencing factors of TPACK (Technological, Pedagogical, and Content Knowledge) among pre-service preschool teachers in a Chinese private college. Results indicate that pre-service teachers perform well in Pedagogical Knowledge (PK) and Content Knowledge (CK), but are relatively weak in Technological Knowledge (TK) and overall TPACK, especially in CK related to the science domain. Gender and AI tool usage duration significantly impact certain dimensions: females excel in language and social domains, while longer AI usage enhances TK. The study suggests optimizing curriculum design, enhancing technological training, promoting interdisciplinary integration, and providing resource support to comprehensively improve TPACK abilities among pre-service early childhood teachers in private colleges.
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Gu et al. (2025) studied this question.
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