Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey

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

doi:10.1111/j.1365-2729.2010.00372.x

Cited by 269 publications

(237 citation statements)

References 26 publications

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“…It is evident from Table 2 that apart from the items of TK and CK that loaded on the first two factors as expected, the items of PK and PCK loaded on the third factor and those of TCK, TPK, and TPACK loaded on the fourth factor. Koh, Chai, and Tsai (2010) reported similar findings in their study of Singaporean pre-service teachers' understanding of TPACK. As the authors explained, pre-service teachers likely failed to differentiate between their knowledge of general pedagogies (PK) and their use in teaching particular content areas (PCK).…”

Section: / 12supporting

confidence: 71%

“…They also interpreted the items of TCK, TPK, and TPACK as being conceptually similar. Following the suggestion of Koh et al (2010), the third factor was labelled as knowledge of pedagogy (KP) and the fourth factor as knowledge of teaching with technology (KTT). The four factors (TK, CK, KP, and KTT) had 4, 2, 8, and 11 items, respectively, and the alpha reliability of the factors ranged from .861 to .907.…”

Section: / 12mentioning

confidence: 99%

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Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Lau

2018

EURASIA J MATH SCI T

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Social media are increasingly adopted in university administration, teaching, and learning. For pre-service teachers, although there is growing evidence suggesting the effectiveness of educational technology courses in enhancing their technological pedagogical content knowledge (TPACK), relatively little is known about whether and how this knowledge is associated with social media usage (SMU) in informal settings. In this study, the relationships between SMU in informal settings and TPACK among pre-service teachers were investigated. Based on the survey data of a sample of 212 pre-service teachers in Hong Kong, media sharing was found to be a significant positive predictor of technology knowledge and knowledge of teaching with technology, whereas Internet searching and video gaming were not predictive of any component of TPACK. The findings of the study were interpreted in the light of the educational affordances of social media technologies, and their implications for researchers and teacher educators were discussed.

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Section: / 12supporting

confidence: 71%

Section: / 12mentioning

confidence: 99%

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Lau

2018

EURASIA J MATH SCI T

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“…Seven-factor structure of TPACK framework has been validated in some other studies (e.g., Lin, Tsai, Chai & Lee, 2013;Chai, Ng, Li, Hong & Koh, 2013b), however, there were contradicting results regarding the factorial structure in the literature. For example, by using the adapted version of Schmidt et al's (2009) instrument, Koh, Chai and Tsai (2010) portrayed TPACK of Singaporean pre-service chemistry teachers. Instead of hypothesized seven distinct knowledge types, they received five factors, which were named as "technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology and knowledge from critical reflection" (p. 563).…”

Section: Factorial Structure Of Tpackmentioning

confidence: 99%

Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

Günbatar

Damar

Boz³

2017

İlköğretim Online

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ABSTRACT. TPACK (Technological pedagogical content knowledge) is a useful framework for integrating technology into teaching for meaningful understanding. Since its introduction by Mishra and Kohler in 2006, there is no consensus in the results of the studies examining structure of TPACK. Recently, some studies have focused on TPACK self-efficacy (TPACK-SE) beliefs. We aimed to validate factor structure of TPACK-SE and reveal the relations among the components. A structural equation model (SEM) formed in light of TPACK-SE literature was tested with LISREL 8.8. The participants were 665 senior elementary pre-service science teachers (467 Females, 198 Males) from 7 colleges in Turkey. The model had acceptable fit. In the model, in light of the literature, direct relations of core components (e.g., PK, CK, and TK) to TPACK-SE were not proposed. Instead, indirect relations through interaction components (e.g., PCK) were hypothesized. All hypothesized relations got significant path coefficients. Second, indirect relations of CK, TK, and PK were also significant. Regarding the amount of explained variances on all dependent constructs (R2), CK, PK, TK, PCK, TCK and TPK explained 87% of the variance of TPACK-SE. Implications for technology integration in science teacher education were proposed. Keywords: TPACK-SE, Structural Equational Modeling, Pre-service Science Teachers ÖZ. Teknolojik pedagojik alan bilgisi (TPAB) anlamlı öğrenmenin gerçekleşmesi için teknolojinin öğretime entegrasyonunu sağlamada kullanılan yararlı bir teorik çerçevedir. Mishra ve Kohler'in 2006 yılında TPAB kavramını alan yazına tanıtmasından bu yana TPAB'ın yapısını konu alan çalışmalar yapılmıştır. Diğer taraftan, bu çalışmalarda, TPAB'ın yapısı ile ilgili ortak görüşe tam olarak varılmamıştır. Son dönemde TPAB-öz yeterliği (TPAB-Ö) alan yazında incelenmektedir. Bu çalışma TPAB-Ö' nün faktör yapısının geçerliliğini araştırmak ve bileşenlerinin birbirleriyle olan ilişkilerini ortaya koymak amacıyla yapılmıştır. Çalışmada, LISREL 8.8. paket programı ile, TPAB alan yazına bağlı olarak oluşturulan Yapısal Eşitlik Modeli (YEM) test edilmiştir. Yedi farklı üniversitenin Eğitim Fakülteleri'nde öğrenim görmekte olan 665 son sınıf Fen Bilgisi öğretmen adayı (467 bayan, 198 bay) çalışmaya katılmıştır. Önerilen model, YEM sonuçlarına göre verilere iyi bir uyum göstermiştir. TPAB alan yazını ışığında oluşturulan modelde, temel bileşenlerin (pedagoji bilgisi (PB), teknoloji bilgisi (TB), vb. ) TPAB-Ö'a doğrudan katkısına yer verilmemiştir. Aksine, modelde bu bileşenlerin TPAB-Ö' ye dolaylı katkılarının, ikincil bileşenler (örneğin pedagojik alan bilgisi (PAB), vb.) üzerinden olduğu ortaya konulmuştur. Modellemede ortaya atılan tüm ilişki hipotezleri istatistiksel olarak anlamlı bulunmuştur. İkinci olarak; TB, PB, ve alan bilgisinin (AB) dolaylı katkılarının da anlamlı olduğu görülmüştür. Tüm bağımlı değişkenlerin TPAB öz yeterliğinde açıklayabildiği varyans (R2)(PB, AB, TB, PAB, vb.) %87'dir. Fen öğretmen eğitimine teknolojinin nasıl entegre edilmesi noktas...

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“…This inquiry engages with the ongoing area of research focused on pre-service educators. Koh, Chai and Tsai (2010) derived five constructs, namely Technological Knowledge, Content Knowledge, Knowledge of Pedagogy, Knowledge of Teaching with Technology and Knowledge from Critical Reflection while carefully analysing preservice teachers' perceptions of technology and pedagogy interaction in Singapore. Angeli and Valanides (2009) extended the analyses by proposing the notion of Information Communication Technology-Technological Pedagogical Content Knowledge (ICT-TPCK) while empirically testing variants of this model on pre-service teachers in Europe.…”

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confidence: 99%

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

Reyes

Reading

Rizk

et al. 2016

International Journal of Information and Communication Technology Education

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Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.Research findings reported in this study were based on data collected in 2011 in a regional Australian university which had 20,119 students enrolled. Of these students, there were approximately 20% enrolled to study on-campus and 80% off-campus (online or by distance). Students who chose to study on-campus resided in or nearby a regional centre in New South Wales, and attended lectures, workshops and tutorials in a face-to-face setting. All students received their study materials through a Learning Management System (LMS). When studying in off-campus mode, study materials were in the form of html pages, downloadable PDF documents, podcasts, videos, discussion boards, chat rooms, blogs, wikis and a variety of other interactive materials. Students in on-campus mode benefited from access to the LMS (just like their off-campus counterparts) as well as face-to-face teaching with their lecturers. During the period when the research was undertaken, the School of Education (SoE) of the regional university had just over 4,000 students enrolled with a larger percentage enrolled in off-campus mode than the university average. This paper focuses on a sample of off-campus students enrolled in pre-service education under the sciences discipline.This inquiry uses the TPACK framework as a lens to examine pre-service teachers' knowledge of the technology, pedagogy and content interface. This exploratory analysis provides insights into how respondents make sense of TPACK as a result of the learning environments of courses, workshops, and other pre-service experiences. This paper provides an emerging portrait of TPACK perceptions of pre-service teachers in the subject domain of science. This becomes especially illuminating as it is situated within this regional university that is known as a leader in the provision of online courses and education.

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Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey

Cited by 269 publications

References 26 publications

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

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