Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Khine, Myint Swe; Ali, Nagla; Afari, Ernest

doi:10.1007/s10639-016-9507-8

Cited by 46 publications

(43 citation statements)

References 30 publications

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“…Also, correlational studies were implemented. For example, Khine, Ali and Afari (2017) found in their study that TK, PK, CK and TPK were significant predictors of TPK, TPACK and PCK, with the exception of CK which did not significantly relate to PCK and also PCK did not significantly relate to TPACK.…”

Section: Pedagogical Content Knowledge (Pck)mentioning

confidence: 90%

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Özüdoğru

2019

CONT ED TECHNOLOGY

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With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students' engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers' knowledge levels in TPACK components, and investigate if mathematics teachers' TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.

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Section: Pedagogical Content Knowledge (Pck)mentioning

confidence: 90%

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Özüdoğru

2019

CONT ED TECHNOLOGY

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“…As suggested by Khine et al (2017), many studies have been carried out in different national contexts, but very few of them investigated the national and cultural context as a possible element influencing TPACK. For instance, Chang et al (2015) explored the TPACK perceptions of two physics instructors from China and Taiwan.…”

Section: Demographic Factors Influencing Individual Tpackmentioning

confidence: 99%

Self-reported TPACK of teacher educators across six countries in Asia and Europe

et al. 2020

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The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators' TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal-Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers' TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK.

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“…The fact that the pre-and post-study scores were significantly different in favor of the posttests suggests that it is important for teacher candidates to have the opportunity to make self-evaluations. It is needed to develop the teacher candidates'effective specific level of TPACK in their subject area (Khine et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Voogt et al (2013) in their literature review found that student-teachers do get experience in the design of technology-enhanced lessons but lack experiences in enacting technology based lessons. When we consider that technology integration is also an integral part of effective and efficient education, it is expected that teachers should improve their technological knowledge related to their current field content knowledge and their ability to use technology adequately in the teaching process (Gencosman, 2015;Khine et al, 2017).…”

Section: Technological Pedagogical and Content Knowledge (Tpck)mentioning

confidence: 99%

Observing the technological pedagogical and content knowledge levels of science teacher candidates

KeÃ§eci¹,

Zengin²

2017

Educ. Res. Rev.

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This study was planned to observe the technological pedagogical and content knowledge of teacher candidates. The study group consists of 4th grade students of Firat University Faculty of Education who were asked to describe any desired topic in the secondary school science curriculum, using the methods and techniques of their choosing. Teacher candidates talked about topics they had chosen in front of their peers with micro teaching technique. During this process, teacher candidates were evaluated by themselves, their peers and teachers using an observation form in terms of their ability to use methods and techniques, mastery of field knowledge and ability to integrate technology into the course. In the study, partially mixed concurrent equal status design was used. Technological pedagogical and content knowledge survey was used for the quantitative data and the qualitative data of the study were obtained from observation forms filled by the researchers of the study, teacher candidates and their peers. The results showed that the teacher candidates had a moderate level of technological pedagogical content knowledge. The fact that the pre-and post-study scores were significantly different in favor of the posttests suggests that it is important for teacher candidates to have the opportunity to make self-evaluations. It is very important for the teacher candidates to attend the courses where they can evaluate their technology, pedagogy, and content knowledge (TPACK) competencies especially in their teacher training programs and to make up for their deficiencies without starting to their professional life.

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Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Cited by 46 publications

References 30 publications

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Self-reported TPACK of teacher educators across six countries in Asia and Europe

Observing the technological pedagogical and content knowledge levels of science teacher candidates

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