Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers

Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers

• Chai, Ching Shing National Institute of Education, Nanyang Technological University
• Ng, Eugenia M. Hong Kong Institute of Education
• Li, Wen Hao Central China Normal University
• Hong, Huang Yao National Chengchi University
• Koh, Joyce H. National Institute of Education, Nanyang Technological University

Australasian Journal of Educational Technology, 29(1), 41-53, 2013

Australia

ASCILITE

2013

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PB Comparative Education
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Technological Literacy Program Validation Pedagogical Content Knowledge Preservice Teachers Educational Technology

• Hong Kong
• China
• Singapore
• Taiwan

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study attempted to validate a TPCK efficacy survey by implementing it on an Asian group of 550 preservice teachers from China, Hong Kong, Singapore and Taiwan. The seven factors underlying the TPCK framework were identified which suggested the research instrument to be valid and reliable. The structural equation model proposed based on the TPCK framework supported eight out of 12 hypotheses about the relationships between TPCK constructs. The results indicate that the positive effects of the basic knowledge factors of CK, PK, and TK were indirect, occurring through the second layer of knowledge factors (TPK, TCK, and PCK). Implications for preservice teacher professional developments are discussed.
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Contains 2 tables and 2 figures

• English

Journal Articles

• 14493098

https://bibliography.lib.eduhk.hk/bibs/ef514055

2014-05-29