Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

The study at hand presents data on the development of TPACK through project work in a pedagogical makerspace and examines the extent to which contextual factors such as technological self-efficacy, motivation, and technology acceptance influence the development pre-service teachers’ TPACK and their intention to use digital media. For this purpose, 495 pre-service science teachers from both intervention and control groups completed a digital pre-post questionnaire before and after the intervention. The data were used to conduct structural equation modeling.