Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher

Thohir, M. Anas; Yuliati, Lia; Ahdhianto, Erif; Untari, Esti; Yanti, Fitri

doi:10.30935/cedtech/11128

Cited by 5 publications

(5 citation statements)

References 63 publications

(93 reference statements)

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“…The top-score items were those covering the capacity to watch academic videos intently and understanding of potential benefits and risks digital technologies bear. These results may be considered consonant with previous research: academic papers that address the technology knowledge specifically in pre-service TVET teachers are negligible, but multiple survey-based investigations demonstrate preservice teachers tend to rate their technological literacy as modest [20], [21], [22], [23], [24]. However, some exceptions to this are also present.…”

Section: Discussionsupporting

confidence: 85%

Pre-service TVET Teachers’ Digital Competence: Evidence from Survey Data

Bitemirova,

Zholdasbekova,

Mussakulov

et al. 2023

TEM Journal

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This study sought to translate and validate the Digital Competence Scale for University Students among Kazakhstani undergraduate students aimed at the Technical and Vocational Education and Training (TVET) educator diploma (n = 202), and also to discover the status quo of their digital competence. The translation and trans-cultural validation of the scale produced a bi-factorial 10-item instrument, like the original. The questionnaire evidenced acceptable validity and reliability. On average, the participants reported a medium digital competence score. Practical implications and directions for future research are provided.

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Section: Discussionsupporting

confidence: 85%

Pre-service TVET Teachers’ Digital Competence: Evidence from Survey Data

Bitemirova,

Zholdasbekova,

Mussakulov

et al. 2023

TEM Journal

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“…From the results of the research above, TPACK has an influence on 21st century competence [33].. This is in line with research by [34]; [35]In the application of TPACK, it is able to improve the quality of critical thinking and student learning outcomes after the Covid-19 pandemic. In the learning of the Covid-19 era, learning technology is very important in supporting the teaching and learning process [36]; [37]; [38] In the TPACK concept, teachers must be able to apply subject matter easily and effectively to students through technology.…”

Section: Discussionsupporting

confidence: 69%

Meta-analysis The Effect of the Technological Pedagogical Content Knowledge (TPACK) Model Through Online Learning on Biology Learning Outcomes, Learning Effectiveness, and 21st Century Competencies of Post-Covid-19 Students and Teachers

Zulyusri

Desy

Santosa

et al. 2022

IJPSAT

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This electronic do This study aims to analyze the effect of the Technological Pedagogical Content Knowledge (TPCK) learning model through online learning on the learning outcomes, effectiveness and competencies of 21st century students and teachers after Covid-19. This research is a type of meta-analysis research. This research sample comes from national and international journals that have been published from 2017-2022. Sample search through journal databases accessed through Google Scholar, Eric journal, Emerald, Elsevier, Sage Journal, Taylor and Francis and IEEE. The data selection technique in this study was through purposive sampling technique. The data that was sampled was in accordance with the criteria or related to TPCK in science learning on the variables of effectiveness and student learning outcomes. The data analysis used is quantitative data analysis with the help of SPSS version 16 application by looking at the value of N-gain and Effect size (ES). The results of this study concluded that the Technological Pedagogical Content Knowledge (TPCK) learning model through online learning had a significant effect on student learning outcomes with an average value of 70.5, student learning effectiveness with an average of 73 with an N-gain of 0.61, and 21st century competence of students and Teachers obtained an average of 77.33 with an effect size of 0.48 with moderate criteria

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“…In this case, teachers should specifically accept TAM to integrate VR into learning (Jang et al, 2021). This subsequently leads to the utilization of technological pedagogical content knowledge (TPACK), which is a concept often used to measure preservice teachers' integration of digital learning technology (Schmid et al, 2021;Thohir et al, 2021;Valtonen et al, 2019). This framework has reportedly been cited for more than 14000 works since its proposal by Mishra and Koehler (2006).…”

Section: / 15mentioning

confidence: 99%

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

et al. 2023

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Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.

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Exploring the Relationship Between Personality Traits and TPACK-Web of Pre-service Teacher

Cited by 5 publications

References 63 publications

Pre-service TVET Teachers’ Digital Competence: Evidence from Survey Data

Pre-service TVET Teachers’ Digital Competence: Evidence from Survey Data

Meta-analysis The Effect of the Technological Pedagogical Content Knowledge (TPACK) Model Through Online Learning on Biology Learning Outcomes, Learning Effectiveness, and 21st Century Competencies of Post-Covid-19 Students and Teachers

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

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