Key Drivers of Primary Pre-Service Teachers’ TPACK Development and Technology Adoption in STEM Education: Insights from Collaborative E-Learning
Key Drivers of Primary Pre-Service Teachers’ TPACK Development and Technology Adoption in STEM Education: Insights from Collaborative E-Learning

Summary/Abstract: This study examines key factors influencing primary pre-service teachers’ development of Technological Pedagogical Content Knowledge (TPACK) in STEM education through e-learning and their adoption of technology in future practice. Conducted in Serbia with 186 primary pre-service teachers engaged in online collaborative learning, the study employs multiple linear regression to analyze the effects of subjective norm, perceived usefulness and ease of use of technology, teacher quality in e-learning, perceived usefulness of collaborative learning, facilitating conditions in e-learning, technological knowledge, content knowledge, and TPACK. Results indicate that primary pre-service teachers’ TPACK is primarily shaped by content knowledge, the perceived usefulness of collaborative learning, and ease of technology use. Their intention to use technology in STEM teaching is influenced by TPACK, content knowledge, and teacher quality. These findings suggest that teacher education programs should prioritize strengthening content knowledge, enhancing the quality and perceived value of collaborative e-learning, and developing teachers’ digital competence to support effective TPACK growth and meaningful technology integration in STEM education.

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