Correlation Analysis between TPACK Ability and Classroom Teaching Quality of Preschool Education Teachers

Abstract

Abstract: This research investigates the relationship between preschool teachers'TPACK capabilities and the quality of their classroom instruction, with the goal of establishing a robust theoretical basis and practical guidance model to enhance teaching standards in early childhood education. Through the use of diverse methods, including surveys, classroom observations, and teacher interviews for data collection, it has been determined that there is a significant positive correlation between preschool educators' TPACK proficiency and classroom teaching quality. Additionally, various knowledge components within the TPACK framework exert differing levels of influence on multiple aspects of classroom teaching effectiveness. Consequently, both educational organizations and individual instructors should prioritize the development and enhancement of TPACK skills to support the advanced growth of talent cultivation in the preschool education sector.

Key words: Preschool education, Professional teachers, TPACK capability, Classroom teaching quality, Correlation analysis, Educational development

CLC Number:

G612

ZHANG Yingjie. Correlation Analysis between TPACK Ability and Classroom Teaching Quality of Preschool Education Teachers[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2026, 9(4): 26-29.

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