Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

Abstract

Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers’ technological pedagogical content knowledge (TPACK) for video-based flipped learning is still under-explored. A TPACK-VFL questionnaire for assessing teachers’ TPACK for VFL was developed and validated with both EFA and CFA in this study to fill the research gap. After instrument development and validation, a total of 211 secondary school teachers’ TPACK for VFL, their pedagogical beliefs, and the role of teacher pedagogical beliefs on their TPACK for VFL were explored in this study. The results showed that the secondary school teachers in this study generally expressed sufficient confidence in their TPACK for VFL. They tended to have strong learner-centered pedagogical beliefs and moderate teacher-centered pedagogical beliefs. Besides, compared with the senior high school teachers, the junior high school teachers showed significantly higher confidence in their technological pedagogical content knowledge (TPACK) for VFL (p < 0.05). This study also found that the teachers’ learner-centered pedagogical belief was significantly correlated with their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) (p < 0.05). In contrast, their teacher-centered pedagogical belief was significantly correlated with their TCK, TPK, and TPACK (p < 0.05). Cluster analysis was conducted based on the teachers’ pedagogical beliefs, which yielded three groups: the Learner-centered Group, the Double-emphasis Group, and the Neutral Group. A series of ANOVA confirmed that the three groups of teachers significantly differed in their CK, PK, PCK, and TPACK (p < 0.05), indicating that teachers’ pedagogical beliefs played a role in their TPACK for VFL. A series of post hoc analyses further revealed that, in general, the teachers in the Double-emphasis Group (i.e., those teachers who held both strong learner-centered and teacher-centered pedagogical beliefs) showed better TPACK for VFL.

Croatian Elementary School Teachers’ Maths Teaching Efficacy Beliefs: Knowledge Domains and Cross-Curricular Maths in the Post-Digital Era

“…Our findings show that TPK is strongly correlated with MTE and has a mean higher than TK. TK is weakly correlated with MTE and has the lowest mean score, which is consistent with the findings of Wu et al (2022). We identified a significant effect of the years of service between the three groups, however with a small effect size.…”

“…Teaching efficacy is an integral part of teachers' pedagogical beliefs, and related studies report the importance of teaching efficacy in concrete subject-specific areas (Boulden et al, 2021) and that pedagogical beliefs correlate with TPACK (Wu et al, 2022). We examined teaching efficacy in maths with a particular focus on cross-curricular teaching, which addresses requirements for 21 st -century maths competency to support all areas of work and life (Chai, 2019;European Commission, 2016).…”

“…Teaching efficacy is an integral part of teachers’ pedagogical beliefs, and related studies report the importance of teaching efficacy in concrete subject-specific areas (Boulden et al, 2021) and that pedagogical beliefs correlate with TPACK (Wu et al, 2022).…”

“…Furthermore, TPACK is examined in maths teaching in relation to teachers’ preparation as integrative, providing a framework for teachers’ initial and continuing professional development (Chai, 2019; Niess et al, 2009) and has been recognized in maths teaching as adding technology-supported learning to many maths concept areas (Niess et al, 2009). TPACK knowledge domains are examined as correlated to teachers’ pedagogical beliefs (Wu et al, 2022), values beliefs that can predict technology integration (Cheng & Xie, 2018), self-efficacy beliefs (Voogt et al, 2013) and self-efficacy beliefs about technology integration (Abbitt, 2011). According to Abbitt (2011), TPACK knowledge domains affect teachers’ self-efficacy beliefs about technology integration.…”

STEM Strategies for Economic Growth

“…For greater effectiveness Thohir, Jumadi and Warsono (2022) recommend an improved version of this strategy, namely the 4D-TPACK package. According to the authors Qiu, He and Xiong (2022) the TPACK package contains other subcomponents necessary for its implementation namely CK (knowledge from the table of contents = content knowledge), PK (pedagogical knowledge), TK (technical knowledge) and it would be recommended, according to Taiwanese and Hong Kong researchers Wu, Chai and Wang (2022) to combine it with the VFL package.…”