Exploring preschool teachers’ technological pedagogical content knowledge with educational games

Abstract

Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two questionnaires, named technological pedagogical content knowledge –Game (TPACK-G) and acceptance of digital game-based learning (ADGBL), to investigate 352 preschool teachers’ TPACK-G as well as to assess their attitudes toward game-based learning. The results show that both instruments were has satisfactory validity and reliability. Positive correlations were found between the factors between the TPACK-G and ADGBL. The framework of TPACK-G proposed by this study was supported, suggesting that an upper element is more general and fundamental and the more specific knowledge factors (GPK, GPCK) build on the GK.