The current status of science teachers’ TPACK in Taiwan from interview data

Tzu Chiang Lin, Ying Shao Hsu

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Teachers’ knowledge about technology-infused instruction has recently attracted much research attention. This chapter focuses on science teachers’ technological pedagogical and content knowledge (TPACK) in the practical context of teaching, namely, TPACK-Practical (TPACK-P). The proposed framework of TPACK-P includes three major domains—assessments, planning and designing, and teaching practice—that are theoretically transformed from the perspectives of pedagogical content knowledge (PCK). To explore science teachers’ TPACK-P, 40 in-service teachers were interviewed, and a coding scheme was developed to analyze the interview responses. The findings indicated that the science teachers generally know how to adopt technologies in teaching within each domain of TPACK-P. A cluster analysis based on the participants’ level of TPACK-P categorized their patterns of knowledge. Three groups of science teachers emerged from these analysis categories: infusive application, transition, and plan and design emphasis. The infusive application group represents science teachers with sophisticated levels of TPACK-P across the three domains; the transition group includes science teachers whose knowledge achieved average levels across the three dimensions. However, the plan and design emphasis group refers to the science teachers who were more knowledgeable about planning and designing technology-infused teaching than about the assessment and teaching practice domains. The overall results indicate that the knowledge of planning and designing may be a more independent part in TPACK-P that supports science teachers’ implementation of technology-infused teaching. The revealed patterns of this science teachers’ TPACK-P may provide the groundwork for developing instruments to evaluate science teachers’ competence in teaching with technologies.

Original languageEnglish
Title of host publicationDevelopment Of Science Teachers' TPACK
Subtitle of host publicationEast Asian Practices
PublisherSpringer Singapore
Pages33-50
Number of pages18
ISBN (Electronic)9789812874412
ISBN (Print)9789812874405
DOIs
Publication statusPublished - 2015 Jan 1

Fingerprint

Taiwan
teacher
interview
science
Teaching
planning
Group
know how
cluster analysis
teaching practice
coding
instruction

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Lin, T. C., & Hsu, Y. S. (2015). The current status of science teachers’ TPACK in Taiwan from interview data. In Development Of Science Teachers' TPACK: East Asian Practices (pp. 33-50). Springer Singapore. https://doi.org/10.1007/978-981-287-441-2_3

The current status of science teachers’ TPACK in Taiwan from interview data. / Lin, Tzu Chiang; Hsu, Ying Shao.

Development Of Science Teachers' TPACK: East Asian Practices. Springer Singapore, 2015. p. 33-50.

Research output: Chapter in Book/Report/Conference proceedingChapter

Lin, TC & Hsu, YS 2015, The current status of science teachers’ TPACK in Taiwan from interview data. in Development Of Science Teachers' TPACK: East Asian Practices. Springer Singapore, pp. 33-50. https://doi.org/10.1007/978-981-287-441-2_3
Lin TC, Hsu YS. The current status of science teachers’ TPACK in Taiwan from interview data. In Development Of Science Teachers' TPACK: East Asian Practices. Springer Singapore. 2015. p. 33-50 https://doi.org/10.1007/978-981-287-441-2_3
Lin, Tzu Chiang ; Hsu, Ying Shao. / The current status of science teachers’ TPACK in Taiwan from interview data. Development Of Science Teachers' TPACK: East Asian Practices. Springer Singapore, 2015. pp. 33-50
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