An Investigation of Preservice Teachers’ Technological Pedagogical Content Knowledge Based on a Variety of Characteristics

Feride Karaca


A survey research was conducted to examine pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) and how it differs based on a variety of characteristics (i.e. gender, grade level, type of high school graduated, possession of different technologies etc.). The participants of the study included 142 preservice teachers from Computer Education and Instructional Technologies Department at Marmara University, Istanbul Turkey. The study results indicated that preservice teachers’ TPACK scores differed based on gender, their reasons for choosing their profession, their perceptions of the value of school experience courses and their possession of tablet computers. Understanding the characteristics that would have an influence on preservice teachers’ TPACK level provides valuable insights to the development of teacher preparation activities that would lead to more efficient use of technologies in their future professions. As pre-service education has a good potential to influence prospective teachers’ use of technologies in their future career, the study results will provide valuable insights about how to improve teachers’ technology integration starting from their undergraduate degrees.

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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email:

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