Abstract
This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology.
| Original language | English |
|---|---|
| Pages (from-to) | 378-391 |
| Number of pages | 14 |
| Journal | Asia-Pacific Journal of Teacher Education |
| Volume | 43 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2015 Oct 20 |
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Keywords
- design dispositions
- design thinking
- technological pedagogical content knowledge (TPACK)
ASJC Scopus subject areas
- Education
Cite this
A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). / Koh, Joyce Hwee Ling; Chai, Ching Sing; Hong, Huang Yao; Tsai, Chin Chung.
In: Asia-Pacific Journal of Teacher Education, Vol. 43, No. 5, 20.10.2015, p. 378-391.Research output: Contribution to journal › Article
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TY - JOUR
T1 - A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK)
AU - Koh, Joyce Hwee Ling
AU - Chai, Ching Sing
AU - Hong, Huang Yao
AU - Tsai, Chin Chung
PY - 2015/10/20
Y1 - 2015/10/20
N2 - This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology.
AB - This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology.
KW - design dispositions
KW - design thinking
KW - technological pedagogical content knowledge (TPACK)
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U2 - 10.1080/1359866X.2014.941280
DO - 10.1080/1359866X.2014.941280
M3 - Article
AN - SCOPUS:84941735471
VL - 43
SP - 378
EP - 391
JO - Asia-Pacific Journal of Teacher Education
JF - Asia-Pacific Journal of Teacher Education
SN - 1359-866X
IS - 5
ER -