This paper examined the profile of Taiwanese secondary student teachers in terms of their technological pedagogical content knowledge (TPACK). A TPACK survey on a 7-point Likert scale was employed for this study. The survey had a total of 38 items consisting of seven constructs: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). A total of 586 responses were collected from 25 randomly selected teacher preparation programs in Taiwan during the beginning of 2012 fall semester. The results indicated that the respondents had moderately high perception for each construct, with CK being rated the highest and TK the lowest. In addition, their TPACK perceptions differed significantly due to their gender and hours of technology integration experience. Implications for development of pre-service teachers' technological pedagogical content knowledge were then discussed.
Proceedings of 2nd International Academic Conference on Social Sciences (IACSS 2014)