{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,8]],"date-time":"2026-09-08T06:07:39Z","timestamp":1788847659018,"version":"build-2803163510"},"reference-count":36,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,8]],"date-time":"2026-09-08T00:00:00Z","timestamp":1788825600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Technological competence for teaching is multidimensional, encompassing digital tool use, professional digital practice, assessment, pedagogical integration, adaptability, and technology-related self-efficacy. Existing measures often assess these components separately rather than within a unified instrument.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study developed and validated a multidimensional self-report scale of pre-service teachers\u2019 technological competence for teaching by integrating complementary elements of the Technological Pedagogical Content Knowledge (TPACK) framework, the European Framework for the Digital Competence of Educators (DigCompEdu), and technology-related self-efficacy.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A multi-phase scale-development and validation design involved two independent cohorts of pre-service teachers at a public university in T\u00fcrkiye. The pilot sample (\n                      <jats:italic>n<\/jats:italic>\n                      \u202f=\u202f513) was used for item reduction and exploratory factor analysis (EFA), while the main sample (\n                      <jats:italic>n<\/jats:italic>\n                      \u202f=\u202f974) was used for confirmatory factor analysis (CFA), reliability and construct-validity analyses, gender measurement-invariance testing, and concurrent associations with a scenario-based technological-pedagogical judgment measure. An initial 90-item pool was reduced to 48 after content review and to 33 following iterative EFA. Principal axis factoring with Promax rotation and diagonally weighted least squares CFA were used.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      EFA supported a six-factor, 33-item structure: Foundational Digital Tool Use; Professional Digital Communication and Collaboration; Assessment, Feedback, and Learning Analytics; Pedagogically Aligned Technology Integration; Instructional Technology Troubleshooting and Adaptability; and Teaching-Related Technology Self-Efficacy. The factors explained 62.8% of the variance. CFA showed excellent fit,\n                      <jats:italic>\u03c7<\/jats:italic>\n                      <jats:sup>2<\/jats:sup>\n                      (480)\u202f=\u202f807.32, CFI\u202f=\u202f0.980, TLI\u202f=\u202f0.978, RMSEA\u202f=\u202f0.026, SRMR\u202f=\u202f0.036. AVE ranged from 0.520 to 0.613, HTMT from 0.024 to 0.310, and subscale reliability from\n                      <jats:italic>\u03c9<\/jats:italic>\n                      \u202f=\u202f0.804 to 0.895. Configural, loading, and threshold invariance were supported across gender. All dimensions correlated positively with scenario-based judgment (rs\u202f=\u202f0.218\u20130.317, ps\u202f&amp;lt;\u202f0.001), jointly explaining 35.4% of quiz-score variance.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Findings provide initial psychometric support for a six-dimensional self-report measure of technological competence for teaching. The instrument is best interpreted at the subscale level, and its scores represent self-reported technological competence rather than direct observation of teaching performance. It is appropriate for research, formative use, and program evaluation. Further validation across institutions, longitudinal designs, and independent performance-based measures is recommended.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1914635","type":"journal-article","created":{"date-parts":[[2026,9,8]],"date-time":"2026-09-08T05:34:46Z","timestamp":1788845686000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["A multidimensional measure of pre-service teachers\u2019 perceived technological competence for teaching: integrating TPACK, DigCompEdu, and self-efficacy"],"prefix":"10.3389","volume":"17","author":[{"given":"Ismet","family":"Kaya","sequence":"first","affiliation":[{"name":"Department of Educational Sciences, Ziya G\u00f6kalp Faculty of Education, Dicle University","place":["Diyarbak\u0131r, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rusen","family":"Meylani","sequence":"additional","affiliation":[{"name":"Department of Educational Sciences, Ziya G\u00f6kalp Faculty of Education, Dicle University","place":["Diyarbak\u0131r, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,8]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"e17348","DOI":"10.1016\/j.heliyon.2023.e17348","article-title":"Unravelling EFL teachers\u2019 mastery of TPACK: technological pedagogical and content knowledge in writing classes","volume":"9","author":"Abubakir","year":"2023","journal-title":"Heliyon"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"1223","DOI":"10.1007\/s10758-021-09579-2","article-title":"Predicting academic staffs\u2019 behaviour intention and actual use of blended learning in higher education: model development and validation","volume":"28","author":"Anthony","year":"2021","journal-title":"Technol. 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