An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China

References

• Barclay, D., Higgins, C., & Thompson, R. (1995). The partial least squares (PLS) approach to causal modeling: Personal computer adoption and uses as an illustration. Technology Studies, 2(2), 285–309.
   Google Scholar
• Batane, T., & Ngwako, A. (2017). Technology use by pre-service teachers during teaching practice: Are new teachers embracing technology right away in their first teaching experience? Australasian Journal of Educational Technology, 33(1), 48–61. https://doi.org/10.14742/ajet.2299
   Web of Science ®Google Scholar
• Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101827bu
   Google Scholar
• Blackwell, C. K., Wartella, E., Lauricella, A. R., & Robb, M. (2015). Technology in the lives of educators and early childhood programs: Trends in access, use, and professional development from 2012 to 2014. Center on Media and Human Development at Northwestern University.
   Google Scholar
• Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57–69. https://doi.org/10.1016/j.compedu.2016.02.010
   Web of Science ®Google Scholar
• Bruns, J., Gasteiger, H., & Strahl, C. (2021). Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. Review of Education, 9(2), 500–538. https://doi.org/10.1002/rev3.3255
   Google Scholar
• Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 607–615.
   Google Scholar
• Chai, C. S., Ng, E. M., Li, W., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41–53. https://doi.org/10.14742/ajet.174
   Web of Science ®Google Scholar
• Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (pp. 97–116). Routledge.
   Google Scholar
• Chee, J., Mariani, M. N., Othman, A. J., & Mashitah, M. R. N. (2017). Exploring the issue of content, pedagogical and technological knowledge among preschool teachers. International Journal of Advanced and Applied Sciences, 4(3), 130–136. https://doi.org/10.21833/ijaas.2017.03.020
   Google Scholar
• Chuang, H., & Ho, C. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. Journal of Kirsehir Education Faculty, 12(2), 99–117. http://kefad.ahievran. edu.tr
   Google Scholar
• Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69. https://doi.org/10.1007/s11528-009-0327-1
   Google Scholar
• Deng, F., Chai, C. S., So, H. J., Qian, Y., & Chen, L. (2017). Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers. Australasian Journal of Educational Technology, 33(3), 1–14. https://doi.org/10.14742/ajet.3508
   Web of Science ®Google Scholar
• Dong, Y., Chai, C. S., Guo-Yuan, S., Koh, J. H. L., & Chin-Chung, T. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 18(1), 158–169. https://www.jstor.org/stable/10.2307/jeductechsoci.18.1.158
   Web of Science ®Google Scholar
• Ergen, B., Yanpar Yelken, T., & Kanadli, S. (2019). A meta-analysis of research on technological pedagogical content knowledge by gender. Contemporary Educational Technology, 10(4), 358–380. https://doi.org/10.30935/cet.634182
   Google Scholar
• Fan, X., Nyland, B., & Nyland, C. (2016). What knowledge and skills do Chinese kindergarten, teachers need in a time of reform: Director’s perspectives. Asia Pacific Journal of Early Childhood Education Research, 10(3), 27–48. http://dx.doi.org/10.17206/apjrece.2016.10.3.27
   Google Scholar
• Fleer, M., & Li, L. (2020). Curriculum reforms as a productive force for the development of new play practices in rural Chinese kindergartens. International Journal of Early Years Education, 1–16. https://doi.org/10.1080/09669760.2020.1778447
   Google Scholar
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
   Web of Science ®Google Scholar
• Gay, L. R., & Airasian, P. (Ed.). (2003). Educational research: Competencies for analysis and applications. Pearson Education.
   Google Scholar
• Gozum, A. I. C., & Demir, Ö. (2021). Technological pedagogical content knowledge self-confidence of prospective pre-school teachers for science education during the COVID-19 period: A structural equational modelling. International Journal of Curriculum and Instruction, 13(1), 712–742. https://eric.ed.gov/?id=EJ1285807
   Google Scholar
• Hartati, S. (2021). The effect of self-regulation and creative thinking skills on technological pedagogical and content knowledge (TPACK) competencies of early childhood teachers. Review of International Geographical Education, 11(2), 221–231. https://doi.org/10.48047/rigeo.11.02.19
   Google Scholar
• Hedges, H. (2014). Children’s content learning in play provision: Competing tensions and future possibilities. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 192–203). SAGE.
   Google Scholar
• Herring, M. C., Koehler, M. J., & Mishra, P. (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd). Routledge.
   Google Scholar
• Hooper, D., Coughlan, J., & Mullen, M. (2012). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60. https://doi.org/10.21427/D7CF7R
   Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Ibáñez, M. B., Uriarte Portillo, A., Zatarain Cabada, R., & Barrón, M. L. (2020). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers & Education, 145. https://doi.org/10.1016/j.compedu.2019.103734
   Google Scholar
• Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/BF02291575
   Web of Science ®Google Scholar
• Kline, R. B. (2016). Principles and practice of structural equation modeling. Guilford Press.
   Google Scholar
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology Teacher Education, 9(1), 60–70. https://www.learntechlib.org/primary/p/29544/
   Google Scholar
• Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
   Google Scholar
• Lavidas, K., Katsidima, M.-A., Theodoratou, S., Komis, V., & Nikolopoulou, K. (2021). Preschool teachers’ perceptions about TPACK in Greek educational context. Journal of Computers in Education, 8(3), 395–410. https://doi.org/10.1007/s40692-021-00184-x
   Web of Science ®Google Scholar
• Li, H., Wang, X. C., & Wong, J. M. S. (2011). Early childhood curriculum reform in China: Perspectives from examining teachers’ beliefs and practices in Chinese literacy teaching. Chinese Education & Society, 44(6), 5–23. https://doi.org/10.2753/CED1061-1932440601
   Google Scholar
• Li, H., Yang, W., & Chen, J. J. (2016). From ‘Cinderella’to ‘Beloved Princess’: The evolution of early childhood education policy in China. International Journal of Child Care and Education Policy, 10(2), 1–17. https://doi.org/10.1186/s40723-016-0018-2
   Google Scholar
• Li, H., & Chen, J. (2017). Evolution of the early childhood curriculum in China: The impact of social and cultural factors on revolution and innovation. Early Child Development and Care, 187(10), 1471–1483. https://doi.org/10.1080/03004430.2016.1220373
   Web of Science ®Google Scholar
• Li, Y., Archbell, K. A., Bullock, A., Wang, Y., & Coplan, R. J. (2018). Chinese pre-service teachers’ beliefs about hypothetical children’s social withdrawal and aggression: Comparisons across years of teacher education. Teaching and Teacher Education, 71, 366–375. https://doi.org/10.1016/j.tate.2018.02.004
   Google Scholar
• Liang, J. C., Chai, C. S., Koh, J. H. L., Yang, C. J., & Tsai, C. C. (2013). Surveying in-service preschool teachers’ technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581–594. https://doi.org/10.14742/ajet.299
   Web of Science ®Google Scholar
• Long, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2020). Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education, 1–21. https://doi.org/10.1080/02188791.2020.1812514
   Google Scholar
• Luo, W., Berson, I. R., Berson, M. J., & Han, S. (2021a). Between the folds: Reconceptualizing the current state of early childhood technology development in China. Educational Philosophy and Theory, 1–15. https://doi.org/10.1080/00131857.2021.1933945
   Google Scholar
• Luo, W., Berson, I. R., Berson, M. J., & Li, H. (2021b). Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review. Children and Youth Services Review, 120. https://doi.org/10.1016/j.childyouth.2020.105718
   Google Scholar
• Ministry of Education. (2018). 关于开展幼儿园“小学化”专项治理工作的通知 [Special Effort on Stopping Schoolification in Preschool and Kindergarten]. http://www.moe.gov.cn/srcsite/A06/s3327/201807/t20180713_342997.html
   Google Scholar
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
   Web of Science ®Google Scholar
• Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
   Google Scholar
• Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. McGraw-Hill.
   Google Scholar
• Paciga, K. A., & Donohue, C. (2017). Technology and interactive media for young children: A whole child approach connecting the vision of Fred Rogers with research and practice. Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. http://teccenter.erikson.edu/wp-content/uploads/2017/06/FRC-Report-2-1.pdf
   Google Scholar
• Palaiologou, I. (2016). Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education. Early Years, 36(3), 305–321. https://doi.org/10.1080/09575146.2016.1174816
   Web of Science ®Google Scholar
• Park, E. K., & Hargis, J. (2018). New perspective on TPACK framework in the context of early childhood education: The “A” stands for affective. International Journal for the Scholarship of Teaching & Learning, 12(2), 1–9. https://doi.org/10.20429/ijsotl.2018.120217
   Google Scholar
• Rosen, Y. (2015). Handbook of research on technology tools for real-world skill development. IGI Global.
   Google Scholar
• Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
   Web of Science ®Google Scholar
• Scherer, R., Tondeur, J., & Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1–17. https://doi.org/10.1016/j.compedu.2017.04.012
   Web of Science ®Google Scholar
• Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157. https://doi.org/10.1016/j.compedu.2020.103967
   Google Scholar
• Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
   Google Scholar
• Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. University of Chicago Press.
   Google Scholar
• Wang, Y. (2020). TPACK视域下学前教育专业师范生专业能力:构成要素及内涵 [The professional competence of Early Childhood preservice teachers from the perspective of TPACK: Constituent elements and connotation]. Jiaoyu Guancha, 9(32), 84–86. https://www.cnki.com.cn/Article/CJFDTotal-JYGN202032032.htm
   Google Scholar
• Wu, L., Looi, C. K., Multisilta, J., How, M. L., Choi, H., Hsu, T. C., & Tuomi, P. (2020). Teacher’s perceptions and readiness to teach coding skills: A comparative study between Finland, Mainland China, Singapore, Taiwan, and South Korea. The Asia-Pacific Education Researcher, 29(1), 21–34. https://doi.org/10.1007/s40299-019-00485-x
   Google Scholar
• Xia, X., Hackett, R. K., & Webster, L. (2020). Chinese parental involvement and children’s school readiness: The moderating role of parenting style. Early Education and Development, 31(2), 250–268. https://doi.org/10.1080/10409289.2019.1643439
   Web of Science ®Google Scholar
• Xie, S., & Li, H. (2018). Perspectives on readiness for preschool: A mixed-methods study of Chinese parents, teachers, and principals. Children and Youth Services Review, 95, 19–31. https://doi.org/10.1016/j.childyouth.2018.10.031
   Web of Science ®Google Scholar
• Xu, Y., Brooks, C., Gao, J., & Kitto, E. (2020). From global to local: How can international 0-3 curriculum frameworks inform the development of 0-3 care and education guidelines in China? UCL Institute of Education, Centre for Teacher and Early Years Education. https://discovery.ucl.ac.uk/id/eprint/10103137/
   Google Scholar
• Yang, W. P., & Li, H. (2018). Cultural ideology matters in early childhood curriculum innovations: A comparative case study of Chinese kindergartens between Hong Kong and Shenzhen. Journal of Curriculum Studies, 50(4), 560–585. https://doi.org/10.1080/00220272.2018.1428367
   Web of Science ®Google Scholar
• Yang, J., Wang, Q., Wang, J., Huang, M., & Ma, Y. (2021). A study of K-12 teachers’ TPACK on the technology acceptance of E-schoolbag. Interactive Learning Environments, 29(7), 1062–1075. https://doi.org/10.1080/10494820.2019.1627560
   Web of Science ®Google Scholar
• Ye, X., & Qiu, X. (2019). 学前教育师范生TPACK现状调查及教学改革建议 [A current situation survey and teaching improvement suggestions on the technological pedagogical content knowledge of students majoring in preschool education]. Journal of Shaanxi Xueqian Normal University, 35(9), 93–98. https://www.cnki.com.cn/Article/CJFDTotal-SHAA201909018.htm
   Google Scholar
• Yu, X. (2016). 学前教育师范生TPACK现状调查及提升对策研究 [A current situation survey and promotion strategies of preschool normal students’ TPACK]. [ Master’s thesis]. Henan University. Available from https://kns.cnki.net
   Google Scholar
• Yu, K., Zhao, N., & Zhang, H. (2019). 幼儿园教师整合技术的领域教学知识(TPACK)调查研究 [A survey of kindergarten teachers’ technological pedagogical content knowledge]. E-Education Research, 40(3), 118–123. http://www.cqvip.com/qk/97791x/20193/7001383785.html
   Google Scholar
• Zhu, M. (2014). 幼儿教师TPACK现状调查与分析 [An investigation and analysis of the current situation of kindergarten teachers’ TPACK]. Journal of Ningbo Institute of Education, 16(5), 44–47. http://www.cqvip.com/qk/87461x/201405/663019105.html
   Google Scholar