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<p>Existing research has primarily focused on individual dimensions of technological pedagogical content knowledge (TPACK), but few studies have explored the connections between self-regulated learning (SRL) and TPACK at both the teacher and school levels, particularly in preschool contexts. This study used multilevel latent profile analysis (MLPA) to examine data from 2,995 teachers across 249 preschools and identified three teacher-level profiles (Beginner, Skilled and Master) and four school-level profiles (Lagging, Emerging, Supporting and Empowering). Most teachers and schools showed moderate TPACK development, but the profiles were strongly associated with technological self-efficacy and continuous usage intention. The teachers in the Master profile exhibited the highest levels of technological self-efficacy and usage intention, while the Empowering schools, with a higher proportion of the Master teachers' profile, achieved better outcomes. SRL emerged as a key predictor, with goal setting, monitoring and self-evaluation in SRL influencing teachers' profiles, but only monitoring predicting school profiles. These findings highlight the need for tailored professional development and systematic support to comprehensively enhance TPACK and SRL, bridging developmental gaps at both the teacher and school levels in early childhood education (ECE).</p>

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Profiling TPACK in early childhood education: A multilevel latent profile analysis of teachers and preschools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月14日

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  • Jing Li,
  • Barry Bai

摘要

Existing research has primarily focused on individual dimensions of technological pedagogical content knowledge (TPACK), but few studies have explored the connections between self-regulated learning (SRL) and TPACK at both the teacher and school levels, particularly in preschool contexts. This study used multilevel latent profile analysis (MLPA) to examine data from 2,995 teachers across 249 preschools and identified three teacher-level profiles (Beginner, Skilled and Master) and four school-level profiles (Lagging, Emerging, Supporting and Empowering). Most teachers and schools showed moderate TPACK development, but the profiles were strongly associated with technological self-efficacy and continuous usage intention. The teachers in the Master profile exhibited the highest levels of technological self-efficacy and usage intention, while the Empowering schools, with a higher proportion of the Master teachers' profile, achieved better outcomes. SRL emerged as a key predictor, with goal setting, monitoring and self-evaluation in SRL influencing teachers' profiles, but only monitoring predicting school profiles. These findings highlight the need for tailored professional development and systematic support to comprehensively enhance TPACK and SRL, bridging developmental gaps at both the teacher and school levels in early childhood education (ECE).