Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

Başer, Derya; Kopcha, Theodore J.; Özden, M. Yaşar

doi:10.1080/09588221.2015.1047456

Cited by 123 publications

(97 citation statements)

References 20 publications

(22 reference statements)

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“…In the present study, the scale which was developed and validated by Baser et al (2016) was used. The scale consists of 7 sub-dimensions which are: (a) technological knowledge (TK), (b) content knowledge (CK), (c) pedagogical knowledge (PK), (d) pedagogical content knowledge (PCK), (e) technological content knowledge (TCK), (f) technological pedagogical knowledge (TPK), (g) technological pedagogical content knowledge (TPACK).…”

Section: Data Collection Toolmentioning

confidence: 99%

A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language

Sarıçoban¹,

Tosuncuoğlu²,

Kırmızı³

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of preservice EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Başer et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers' competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development.

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Section: Data Collection Toolmentioning

confidence: 99%

A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language

Sarıçoban¹,

Tosuncuoğlu²,

Kırmızı³

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…1, while others have found support for fewer components. Different studies resulted in various numbers of factors extracted during the exploratory factor analysis: three [22], [23]; four [24]; five [8], [25], [26], [27]; six [17]; seven [7], [28]; eight [29]; and nine [10] (Table 1). A problem often encountered in the TPACK survey research is the merging of factors during statistical analyses for construct validation [10].…”

Section: Literature Reviewmentioning

confidence: 99%

Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Barišić

Divjak

Kirinić

2019

JIOS

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Digital competences should be considered in teacher education and professional development. The Technological Pedagogical Content Knowledge (TPACK) framework represents the knowledge required by teachers in order to successfully integrate technology into the teaching process. The Survey of Pre-service Teachers’ Knowledge of Teaching and Technology (SPTKTT) is one of the inventories developed to measure the TPACK framework. The aim of this study is to validate the SPTKTT inventory in the context of the Croatian education system by the use of exploratory and confirmatory factor analysis. Results showed that the new context structure of the SPTKTT inventory consists of nine factors, while confirmatory factor analysis established that the two Content Knowledge factors can actually be unified. This can be explained by differing content organization in education systems. There were also differences in the distribution of some of the remaining factors. Internal consistency of the inventory shows high reliability.

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“…In English language teaching, TPACK has been used to examine the knowledge bases of pre-service teachers (Baser, Kopcha, & Ozden, 2016), in-service teachers pursuing graduate studies (Hossein and Kamal, 2012;Zoch & Myers, 2017), and EFL students (Hasniza Nordin & Tengku Faekah Tengku Ariffin, 2016;Tseng, 2016).…”

Section: Tpack Development and Usementioning

confidence: 99%

Measuring teachers’ readiness to use technology

Misieng

Ramanair

Rethinasamy

2018

JITA

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Accepted as an integral part of education, technology in teaching and learning can enhance practice not only in the traditional class but also beyond it. Schooling can now be extended to learning beyond the four enclosed walls of the classroom into the almost limitless possibility of education across time and space accessible via the domain of cyber technology. The significant contribution of technology to education has prompted educational bodies like the Malaysian Ministry of Education to prominently point out that online learning becomes the main pedagogical approach in higher learning institutions in the nation’s educational blueprint. The powerful potential of technology however, can only be realised through informed and purposeful use of it by teachers. Integrating technology in the language classroom requires that teachers not only have knowledge about the Technology but interplay between three components of knowledge – Technology, Pedagogy, and Content Knowledge (TPACK) which determines the essential qualities of teacher knowledge that are required when teachers employ technology in their teaching. The main study is therefore designed to measure teachers’ readiness to use technology in teaching English language in tertiary level classrooms to enhance student learning. To serve this purpose, a pilot study was carried out on 20 English language instructors to evaluate the reliability and the validity of a questionnaire that was adapted to gauge instructors’ readiness in carrying out technology-mediated classrooms at a public university in Malaysia. Correlations among items in the current study reveals lower coefficients compared to a previous study on the same instrument probably due to the smaller sample size in the current study but the correlationships are mostly positive which still suggests convergence validity. The internal consistency of the items was mostly better than two previous similar studies. Five items that seemed to be misbehaving in their respective measures were chosen based on their inter-item correlation and the item-total statistics and scrutinized via cognitive interviews with selected respondents to gain insights into the items but the results of the interviews revealed that the items are functioning as intended.

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Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

Cited by 123 publications

References 20 publications

A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language

A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language

Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Measuring teachers’ readiness to use technology

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