Study to Diagnose the Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Contemporary Teaching Practices at Early Child Hood Education Level

Abstract

This study looked at overall levels, gender differences, and variations across teaching experiences in order to diagnose early childhood teachers' Technological Pedagogical Content Knowledge (TPACK) in modern teaching practices. A validated TPACK-based questionnaire measuring Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and their integration was used in a quantitative, descriptive survey with 517 early childhood educators from public and private institutions. The findings showed that teachers were highly competent in every TPACK domain, with TK scoring highest and integration of TK, PK, and CK slightly lower, indicating difficulties with cohesive application. While mid-career teachers (6–10 years) demonstrated balanced TPACK and highly experienced teachers excelled in pedagogy but lagged in technological integration, female teachers showed slightly higher integration scores than male teachers. The results emphasize the necessity of focused professional development with an emphasis on experience-sensitive training, gender-equitable support, and integrated TPACK. To improve technology-mediated learning in early childhood education, these insights guide policy initiatives, instructional design, and teacher preparation.  

Keywords: Teachers, Technological Pedagogical Content Knowledge (TPACK), Contemporary Teaching Practices, Early Child Hood Education Level