Exploring the Issue of content, pedagogical and technological knowledge among preschool teachers

The study aimed to explore the Technological Pedagogical Content Knowledge (TPACK) of preschool teachers towards preparing pupils to Year One. The main aspect being explored is the Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK) by investigating understanding, transforming and classroom teaching practice in preschool. The design of this study was a case study with four preschool teachers was selected as the research participants. Data were collected in the form of interviews, teaching observation and document analysis in duration of six months. The main interview was held six times, pre and post-teaching interviews held during the teaching processes and the critical incident interviews held once. While, teaching observation was held five times. All interviews were audio and video recorded while field notes were used to record teaching observations. Analysis of the content of the document based on the purpose of the study. Data was analyzed based on previous research. Validity and reliability based on triangulation method, pilot study, research participants' validation, Cohen Kappa Index Scale and the duration of the study. The study found, research participants do not have extensive knowledge and understanding of curriculum content and technology of teaching. However, research participants have very good knowledge and understanding of pedagogy. While, the teachers emphasized on teaching planning and preparation of lesson plans while the implementation of teaching more focused on skills in reading, writing and mathematics to prepare pupils to Year One, compare to teaching activities to produce balance humanism in terms of physically, mentally, emotionally, spiritual and personality.