Abstract

The purposes of this research were to: 1) study the components and indicators of the competence of pre-service teachers based on the TPACK concept, and 2) study the results of confirmatory factor analysis (CFA) on the competence of pre-service teachers based on the TPACK concept. This research was divided into four phases and data were collected from a sample group of 890 fifth-year trainee teachers. Research instruments comprise: 1) interview form for 5 experts, 2) questionnaire for 6 university supervisors and 6 associate teachers and 3) CFA questionnaire for collecting data from 890 preservice teachers. The result of this research found that the competence of pre-service teachers at Northeastern Rajabhat University, Thailand, based on the TPACK concept, comprises 7 components and 57 indicators as follow: 1) content knowledge (CK) including 7 indicators; 2) pedagogical knowledge (PK) including 8 indicators; 3) technological knowledge (TK) including 8 indicators; 4) pedagogical content knowledge (PCK) including 10 indicators; 5) technological content knowledge (TCK) including 6 indicators; 6) technological pedagogical knowledge (TPK) including 9 indicators; and 7) technological pedagogical content knowledge (TPACK) including 9 indicators and the results of confirmatory factor analysis (CFA) on the competence of pre-service teachers based on the TPACK concept found that the model aligns with the empirical data at a good level (c² = 1,328.900, df = 1251, p = 0.062, CFI = 0.999, TLI = 0.998, RMSEA = 0.008, SRMR = 0.023, and c²/df = 1.06), which are statistically significant at the .01 level.

This work is licensed under a Creative Commons Attribution 4.0 License.