Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach

Joyce Hwee Ling Koh, Ching Sing Chai, Chin Chung Tsai

研究成果: 雜誌貢獻文章同行評審

65 引文 斯高帕斯(Scopus)

摘要

The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers' information and communication technology (ICT) expertise. Despite this, very little is understood about the inter-relationships between these constructs, especially how these relationships are related to teachers' TPACK. As a result, the theory-practice nexus of this framework remains weak. In this study, a structural equation model based on Mishra and Koehler's TPACK framework was developed to describe the TPACK perceptions of 455 practicing teachers in Singapore. The study shows that teachers, perceived TPACK to be formulated from the direct effects of technological knowledge and pedagogical knowledge. They also perceived these knowledge sources to contribute to the development of technological pedagogical knowledge and technological content knowledge, which also contributed to their TPACK. In these teachers' conceptions of TPACK, however, the effects of content knowledge and pedagogical content knowledge were not evident. The implications of these relationships to the design of teacher professional development in ICT are discussed.

原文英語
頁(從 - 到)793-809
頁數17
期刊Instructional Science
41
發行號4
DOIs
出版狀態已發佈 - 2013 七月 1
對外發佈Yes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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