Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy

Ching Fang Juan; Kuo En Chang; Jyh Chong Liang

Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy

Ching Fang Juan^*, Kuo En Chang, Jyh Chong Liang

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Citation (Scopus)

Abstract

The main purpose of this study was to explore teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and their teaching self-efficacy. A total of 200 teaching Chinese as a second language teachers (TCSL) of Taiwan were participants in this study for the data collection. In this study, three questionnaires were used, including teacher's teaching beliefs, the teachers’ perceptions of Technology-related Pedagogical Content Knowledge (TPK/TCK/TPCK) and teachers' teaching self-efficacy. As a result, the confirmatory factor analysis showed that the three questionnaires used in this study were valid and reliable. Besides, according to path analysis, the result indicated that the teachers with constructivism belief tended to have more perceptions of all the Technology-related Pedagogical Content Knowledge; on the contrary, the teachers with traditional belief showed that they tended to have fewer perceptions toward TPCK. Furthermore, it was found that teachers’ TPK could positively predict all of their teaching self-efficacy; their TPCK could positively predict their subject content self-efficacy and their TCK can positively predict their Teaching outcome expectancy. All in all, there was a positive relationship between TCSL teachers’ constructivism belief and their Technology-related Pedagogical Content Knowledge. Cultivating TCSL teachers’ constructivism belief was suggested in TCSL teacher development for enhancing their perceptions of TPACK and their teaching self-efficacy.

Original language	English
Title of host publication	ICCE 2019 - 27th International Conference on Computers in Education, Proceedings
Editors	Maiga Chang, Hyo-Jeong So, Lung-Hsiang Wong, Ju-Ling Shih, Fu-Yun Yu, Michelle P. Banawan, Ben Chang, Weiqin Chen, Andrei D. Coronel, Swapna Gottipati, H. Ulrich Hoppe, Morris S.Y. Jong, Calvin Liao, Jon Mason, Fan Ouyang, Patcharin Panjaburee, Ma. Mercedes T. Rodrigo, Yanjie Song, Niwat Srisawasdi, Ahmed Tlili, Chengjiu Yin
Publisher	Asia-Pacific Society for Computers in Education
Pages	509-513
Number of pages	5
ISBN (Electronic)	9789869721448
Publication status	Published - 2019 Nov 19
Event	27th International Conference on Computers in Education, ICCE 2019 - Kenting, Taiwan Duration: 2019 Dec 2 → 2019 Dec 6

Publication series

Name	ICCE 2019 - 27th International Conference on Computers in Education, Proceedings
Volume	2

Conference

Conference	27th International Conference on Computers in Education, ICCE 2019
Country/Territory	Taiwan
City	Kenting
Period	2019/12/02 → 2019/12/06

Keywords

TCSL teacher
TPACK
Teaching belief
Teaching self-efficacy

ASJC Scopus subject areas

Computer Science (miscellaneous)
Computer Science Applications
Information Systems
Hardware and Architecture
Education

Cite this

Juan, C. F., Chang, K. E., & Liang, J. C. (2019). Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy. In M. Chang, H.-J. So, L.-H. Wong, J.-L. Shih, F.-Y. Yu, M. P. Banawan, B. Chang, W. Chen, A. D. Coronel, S. Gottipati, H. U. Hoppe, M. S. Y. Jong, C. Liao, J. Mason, F. Ouyang, P. Panjaburee, M. M. T. Rodrigo, Y. Song, N. Srisawasdi, A. Tlili, ... C. Yin (Eds.), ICCE 2019 - 27th International Conference on Computers in Education, Proceedings (pp. 509-513). (ICCE 2019 - 27th International Conference on Computers in Education, Proceedings; Vol. 2). Asia-Pacific Society for Computers in Education.

Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy. / Juan, Ching Fang; Chang, Kuo En ; Liang, Jyh Chong.
ICCE 2019 - 27th International Conference on Computers in Education, Proceedings. ed. / Maiga Chang; Hyo-Jeong So; Lung-Hsiang Wong; Ju-Ling Shih; Fu-Yun Yu; Michelle P. Banawan; Ben Chang; Weiqin Chen; Andrei D. Coronel; Swapna Gottipati; H. Ulrich Hoppe; Morris S.Y. Jong; Calvin Liao; Jon Mason; Fan Ouyang; Patcharin Panjaburee; Ma. Mercedes T. Rodrigo; Yanjie Song; Niwat Srisawasdi; Ahmed Tlili; Chengjiu Yin. Asia-Pacific Society for Computers in Education, 2019. p. 509-513 (ICCE 2019 - 27th International Conference on Computers in Education, Proceedings; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Juan, CF, Chang, KE & Liang, JC 2019, Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy. in M Chang, H-J So, L-H Wong, J-L Shih, F-Y Yu, MP Banawan, B Chang, W Chen, AD Coronel, S Gottipati, HU Hoppe, MSY Jong, C Liao, J Mason, F Ouyang, P Panjaburee, MMT Rodrigo, Y Song, N Srisawasdi, A Tlili & C Yin (eds), ICCE 2019 - 27th International Conference on Computers in Education, Proceedings. ICCE 2019 - 27th International Conference on Computers in Education, Proceedings, vol. 2, Asia-Pacific Society for Computers in Education, pp. 509-513, 27th International Conference on Computers in Education, ICCE 2019, Kenting, Taiwan, 2019/12/02.

Juan CF, Chang KE , Liang JC. Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy. In Chang M, So HJ, Wong LH, Shih JL, Yu FY, Banawan MP, Chang B, Chen W, Coronel AD, Gottipati S, Hoppe HU, Jong MSY, Liao C, Mason J, Ouyang F, Panjaburee P, Rodrigo MMT, Song Y, Srisawasdi N, Tlili A, Yin C, editors, ICCE 2019 - 27th International Conference on Computers in Education, Proceedings. Asia-Pacific Society for Computers in Education. 2019. p. 509-513. (ICCE 2019 - 27th International Conference on Computers in Education, Proceedings).

Juan, Ching Fang ; Chang, Kuo En ; Liang, Jyh Chong. / Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy. ICCE 2019 - 27th International Conference on Computers in Education, Proceedings. editor / Maiga Chang ; Hyo-Jeong So ; Lung-Hsiang Wong ; Ju-Ling Shih ; Fu-Yun Yu ; Michelle P. Banawan ; Ben Chang ; Weiqin Chen ; Andrei D. Coronel ; Swapna Gottipati ; H. Ulrich Hoppe ; Morris S.Y. Jong ; Calvin Liao ; Jon Mason ; Fan Ouyang ; Patcharin Panjaburee ; Ma. Mercedes T. Rodrigo ; Yanjie Song ; Niwat Srisawasdi ; Ahmed Tlili ; Chengjiu Yin. Asia-Pacific Society for Computers in Education, 2019. pp. 509-513 (ICCE 2019 - 27th International Conference on Computers in Education, Proceedings).

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title = "Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy",

abstract = "The main purpose of this study was to explore teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and their teaching self-efficacy. A total of 200 teaching Chinese as a second language teachers (TCSL) of Taiwan were participants in this study for the data collection. In this study, three questionnaires were used, including teacher's teaching beliefs, the teachers{\textquoteright} perceptions of Technology-related Pedagogical Content Knowledge (TPK/TCK/TPCK) and teachers' teaching self-efficacy. As a result, the confirmatory factor analysis showed that the three questionnaires used in this study were valid and reliable. Besides, according to path analysis, the result indicated that the teachers with constructivism belief tended to have more perceptions of all the Technology-related Pedagogical Content Knowledge; on the contrary, the teachers with traditional belief showed that they tended to have fewer perceptions toward TPCK. Furthermore, it was found that teachers{\textquoteright} TPK could positively predict all of their teaching self-efficacy; their TPCK could positively predict their subject content self-efficacy and their TCK can positively predict their Teaching outcome expectancy. All in all, there was a positive relationship between TCSL teachers{\textquoteright} constructivism belief and their Technology-related Pedagogical Content Knowledge. Cultivating TCSL teachers{\textquoteright} constructivism belief was suggested in TCSL teacher development for enhancing their perceptions of TPACK and their teaching self-efficacy.",

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author = "Juan, {Ching Fang} and Chang, {Kuo En} and Liang, {Jyh Chong}",

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AB - The main purpose of this study was to explore teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and their teaching self-efficacy. A total of 200 teaching Chinese as a second language teachers (TCSL) of Taiwan were participants in this study for the data collection. In this study, three questionnaires were used, including teacher's teaching beliefs, the teachers’ perceptions of Technology-related Pedagogical Content Knowledge (TPK/TCK/TPCK) and teachers' teaching self-efficacy. As a result, the confirmatory factor analysis showed that the three questionnaires used in this study were valid and reliable. Besides, according to path analysis, the result indicated that the teachers with constructivism belief tended to have more perceptions of all the Technology-related Pedagogical Content Knowledge; on the contrary, the teachers with traditional belief showed that they tended to have fewer perceptions toward TPCK. Furthermore, it was found that teachers’ TPK could positively predict all of their teaching self-efficacy; their TPCK could positively predict their subject content self-efficacy and their TCK can positively predict their Teaching outcome expectancy. All in all, there was a positive relationship between TCSL teachers’ constructivism belief and their Technology-related Pedagogical Content Knowledge. Cultivating TCSL teachers’ constructivism belief was suggested in TCSL teacher development for enhancing their perceptions of TPACK and their teaching self-efficacy.

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Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy

Abstract

Publication series

Conference

Keywords

ASJC Scopus subject areas

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