Education and Information Technologies

, Volume 24, Issue 6, pp 3393–3413 | Cite as

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

  • Ahlam Mohammed Al-AbdullatifEmail author


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.


Technological pedagogical content knowledge TPACK Pre-service teacher Information and communication technologies (ICT) 



This study acknowledges the financial support of the Deanship of Scientific Research at King Faisal University under the Grant Number (150077).


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© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Instructional Technology DepartmentCollege of Education King Faisal UniversityAl AhssaSaudi Arabia

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