This study focuses on the components of Technological Pedagogical Content Knowledge (TPACK) and Inventive Skills (IS) among secondary school Malay language teachers in Malaysia. TPACK is eight elements related to teacher knowledge to integrate technology, pedagogy and content components in a subject. Meanwhile, IS is a skill dimension that needs to be mastered by Malay language teachers in Malaysia. IS marks one of the most important parts of 21st century skills. Malay language teachers need to be sensitive to every transformation in the national education system in order to be in line with current needs. Therefore, this study tries to analyze the influence of TPACK components on IS among Malay language teachers. This study uses a survey research design and the study sample consists of 400 Malay language teachers of national secondary schools in Malaysia who were selected using a stratified random sampling technique. This study conducted Partial Least Squares-Structural Equation Modeling (PLS-SEM) analysis through SmartPLS 3.0 software. Overall, these eight components of TPACK can be important predictors of IS among Malay language teachers. In addition, this study also provides a clear picture to all Malay language teachers in Malaysia regarding proactive measures to master TPACK and IS components comprehensively. The knowledge and teaching skills possessed by teachers will develop in line with their experience in the national education system. Therefore, TPACK components, namely technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and contextual knowledge will be able to further highlight the teacher's IS during the teaching and facilitation process in the classroom especially among Malay language teachers in Malaysia.
The aim of this study was to develop and verify a questionnaire to evaluate the demand for technological pedagogical content knowledge (TPACK) measurement towards teachers, as there is a demand in the TPACK components domain to amplify their capability in education, such as technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. This study added two new components such as technological pedagogical content knowledge and contextual knowledge. Questionnaire verification was performed through literature review, and content verification was performed by experts, concluded by a factorial and reliability verification. The instrument was implemented with 400 teachers who teach Malay language subject at Secondary school in Malaysia. The verified questionnaire had eight components, and the dependability of the instrument was quantified using Cronbach's alpha coefficient, with a scale comprising eight subscales: technological knowledge (.934), pedagogical knowledge (.963), content knowledge (.967), pedagogical content knowledge (.975), technological content knowledge (.966), technological pedagogical knowledge (.979), technological pedagogical content knowledge (.969), and contextual knowledge (.955). Eight components were analysed using confirmatory factor analysis (CFA) to determine the credibility of the structure. The results showed that the eight-factor variable model fits well and met the requirements of goodness of fit indices (>.90) and RMSEA (<.80). The knowledge and teaching skills possessed by teachers will grow in line with their experience in national education arena. Therefore, the validation of instrumentation was to measure and determine the components of TPACK, which are technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical con-
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