Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans

TPACK is a prominent model of teacher expertise for effectively teaching with digital technologies. While numerous studies have investigated teachers’ by means self-report surveys, its relation to more objective outcomes like lesson planning has only recently come into focus. The aim this study was investigate whether differences in use technologies plans are related self-reported TPACK. Lesson 173 pre-service teachers were coded or not they included the as well intended students. Independent t tests and ANOVAs used compare individual components among groups. Subsequently, unique profiles all identified using cluster analyses group via cross tabulation. Logistic multinomial regressions conducted relations between technology controlling gender, age, subject group. Overall results showed no significant either two- five-cluster solutions profiles. Subject emerged predictor STEM positive plans. • Self-reported compared Different emerge from clustering subscales. unrelated Differences found groups, but gender age. use.