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RESEARCH PAPER
Exploring Technological Pedagogical Readiness (TPR) in China’s primary mathematics teachers: TPR scale validation
1
School of Curriculum, Teaching and Inclusion, Faculty of Education, Monash University, Melbourne, AUSTRALIA
Online publication date: 2024-06-14
Publication date: 2024-07-01
EURASIA J. Math., Sci Tech. Ed 2024;20(7):em2469
KEYWORDS
technology integrationtechnological pedagogical readinessTPACKattitudecontextual factorsprimary mathematics education
ABSTRACT
This study presents the Technological Pedagogical Readiness (TPR) scale, which aims to assess
Chinese primary mathematics teachers’ readiness to integrate technology in primary mathematics
education in China. Based on the Technological Pedagogical Content Knowledge (TPACK) and the
Technology Acceptance Model (TAM) frameworks, TPR scale incorporates factors such as
contextual influences, professional development, and community involvement. Through an online
survey involving 554 primary mathematics teachers, the study utilizes exploratory and
confirmatory factor analyses to create TPR scale and establish the scale’s validity and reliability,
revealing strong factor loadings across its constructs. This analysis emphasizes the scale’s
effectiveness in capturing the complexities of technology integration in educational settings. The
research underscores the importance of considering internal teacher factors like TPACK and
external contextual factors like institutional support to achieve successful technology integration.
Although the focus of the study is on scale development and validation, its application provides
valuable insights for developing comprehensive strategies that address individual and broader
educational system competencies. The study’s findings suggest that TPR scale has wide-ranging
applicability, making significant contributions to the global discourse on educational technology
and serving as a valuable resource for future research, policy-making, and practice in enhancing
technology integration across diverse educational contexts.
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