Pre-service primary teachers' TPACK profiles and attitudes toward integration of ICT in mathematics teaching

Abstract

Teachers’ information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. While the TPACK framework has been employed in many studies associated with use of technology in the classrooms, reports on the pre-service teachers’ development of TPACK-Math are inadequate to provide comprehensive description. With the aim to investigate the changes in pre-service primary teachers' perceptions regarding the use of technology subsequent to their university training in mathematics teaching, this study employed cluster analysis to categorize teachers into groups based on their self reported TPACK-Math profiles. The study also employed the one-way Analysis of Variance (ANOVA) to check and identify the TPACK-Math profile differences of the pre-service primary teachers based on their year of study and multiple regression analysis to find out which of the TPACK-Math domains had a significant influence on pre-service primary teachers' attitudes towards integration of ICT in mathematics instruction. For this purpose, quantitative data analysis had been made with data from a single survey design study on pre-service primary teachers’ attitudes toward integration of ICT in instruction that collected information from a sample of 166 male and female pre-service primary teachers. Cluster analysis revealed three categories of pre-service teachers' TPACK-Math profiles. ANOVA revealed significant TPACK-Math profile differences of the pre-service primary teachers based on their year of study and multiple regression analysis revealed that contextual knowledge and technological knowledge have the most significant influence on preservice primary teachers' attitudes toward integration of ICT in instruction for this sample.