TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE OF PRIMARY SCHOOL TEACHERS IN SOUTHERN VIETNAM: A LATENT CLASS ANALYSIS

Abstract

Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework that explores the intersection of subject matter expertise, pedagogical strategies, and technology integration in teaching. This model has garnered significant attention in both academic and practical contexts, offering a comprehensive structure for evaluating and enhancing educators' ability to integrate technology effectively in modern classrooms. Despite its growing international application, the TPACK framework remains under-researched in the Vietnamese context. This study aims to investigate the TPACK of primary school teachers in Southern Vietnam. A cross-sectional survey was conducted with a sample of 208 primary teachers. Employing latent class analysis, the results revealed a three-group classification: Class 1, representing the largest proportion, demonstrated moderate levels of TPACK; Class 2 exhibited low levels of TPACK, indicating an urgent need for targeted training and capacity-building; while Class 3 showed high levels of TPACK, suggesting strong readiness for technology integration in teaching. Demographic analysis further illuminated specific trends and professional development needs among these teacher groups. The findings provide valuable insights for designing differentiated training programs and policies to enhance TPACK in primary education.