Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia

摘要

This study has investigated the technological knowledge (TK) and technological pedagogical and content knowledge (TPACK) confidence of 113 Saudi pre-service teacher students who were in their final year of the teacher education program. For this purpose, a descriptive survey method was used, and the data was obtained using the TPACK Confidence Survey (TCS). The results indicated a high percentage of participants had a very low level of perceived competences while using digital technologies for teaching and learning. Similarly, participants expressed a very low level for most TPACK integration practices. Female pre-service teacher participants exhibited a more significant confidence and readiness to engage in information and communication technology practices to transform learning outcomes of students. Several implications and recommendations are derived and discussed in this study.