TY - GEN
T1 - Exploring the relationships among teaching Chinese as a second language teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and teaching self-efficacy
AU - Juan, Ching Fang
AU - Chang, Kuo En
AU - Liang, Jyh Chong
N1 - Publisher Copyright:
© ICCE 2019 - 27th International Conference on Computers in Education, Proceedings. All rights reserved.
PY - 2019/11/19
Y1 - 2019/11/19
N2 - 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.
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.
KW - TCSL teacher
KW - TPACK
KW - Teaching belief
KW - Teaching self-efficacy
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M3 - Conference contribution
AN - SCOPUS:85077713879
T3 - ICCE 2019 - 27th International Conference on Computers in Education, Proceedings
SP - 509
EP - 513
BT - ICCE 2019 - 27th International Conference on Computers in Education, Proceedings
A2 - Chang, Maiga
A2 - So, Hyo-Jeong
A2 - Wong, Lung-Hsiang
A2 - Shih, Ju-Ling
A2 - Yu, Fu-Yun
A2 - Banawan, Michelle P.
A2 - Chang, Ben
A2 - Chen, Weiqin
A2 - Coronel, Andrei D.
A2 - Gottipati, Swapna
A2 - Hoppe, H. Ulrich
A2 - Jong, Morris S.Y.
A2 - Liao, Calvin
A2 - Mason, Jon
A2 - Ouyang, Fan
A2 - Panjaburee, Patcharin
A2 - Rodrigo, Ma. Mercedes T.
A2 - Song, Yanjie
A2 - Srisawasdi, Niwat
A2 - Tlili, Ahmed
A2 - Yin, Chengjiu
PB - Asia-Pacific Society for Computers in Education
T2 - 27th International Conference on Computers in Education, ICCE 2019
Y2 - 2 December 2019 through 6 December 2019
ER -