Digital competences should be considered in teacher education and professional development. The Technological Pedagogical Content Knowledge (TPACK) framework represents the knowledge required by teachers in order to successfully integrate technology into the teaching process. The Survey of Pre-service Teachers’ Knowledge of Teaching and Technology (SPTKTT) is one of the inventories developed to measure the TPACK framework. The aim of this study is to validate the SPTKTT inventory in the context of the Croatian education system by the use of exploratory and confirmatory factor analysis. Results showed that the new context structure of the SPTKTT inventory consists of nine factors, while confirmatory factor analysis established that the two Content Knowledge factors can actually be unified. This can be explained by differing content organization in education systems. There were also differences in the distribution of some of the remaining factors. Internal consistency of the inventory shows high reliability.

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The results showed statistically significant difference for Technological, Pedagogical and Content Knowledge, for all students in the sample and for students with additional computer science courses. In the case of overall TPACK, there is no difference for overall sample of students but for students with additional computer science courses difference is significant.

Čini se da roditelji (što) raniji početak učenja stranog jezika smatraju jamstvom njegova uspješnog ovladavanja. Stoga prikazujemo istraživanje u kojem smo anketiranjem roditelja (N=131) doznali njihov stav prema ranom učenju engleskog jezika u hrvatskoj sredini. U istraživački nacrt uvrstili smo sociodemografske čimbenike na čiju su važnost ukazala prethodna istraživanja, a posebno smo istražili stav roditelja čija su djeca učila engleski jezik neformalno, u vrtićkoj dobi, i roditelja čija su djeca s učenjem započela formalno, u školi. Doznali smo da su roditeljska vjerovanja o ranom učenju engleskog jezika izrazito pozitivna i ujednačena. Pronašli smo povezanost između procjene boljeg obiteljskog statusa i ranijeg početka djetetova učenja engleskog jezika, no nema razlika u stavu između roditelja čija su djeca počela učiti engleski jezik formalno i neformalno. Zaključujemo da su roditeljska vjerovanja o dobrobitima ranog učenja engleskog jezika oblikovana pod utjecajem društvenih i ekonomskih trendova te utječu na obrazovne jezične politike na globalnoj i lokalnoj razini.