Preschool teachers’ perceptions about TPACK in Greek educational context

Technological Pedagogical Content Knowledge (TPACK) is considered a promising theoretical framework for understanding the knowledge teachers require for effective ICT integration. This study investigates the perceptions of 147 Greek in-service preschool teachers about their knowledge and skills regarding ICT integration in their educational practices. In this context, a scale of 28 items was used to record teachers’ perceptions according to the seven domains of the TPACK model. The validity and the reliability of the scale used were established. Moreover, the findings revealed that preschool teachers have satisfactory perceived self-efficacy for the integration of ICT in all seven domains of TPACK. Teachers’ age, teaching experience, and educational level seem to explain the perceived self-efficacy for ICT integration. The ICT teacher training program about ICT integration in classroom practices is indicated as the basic factor for integrating ICT in teaching. Implications for preschool teacher professional development are discussed.