Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors

Abstract

University science teachers' technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers' TPACK, few studies have examined university instructors' TPACK and university students' perceptions of instructors' TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students' perceptions and instructors' self-perceptions, and assess differences in university physics instructors' TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students' perceptions of science instructors' TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors' views were different from the university students' perceptions. University physics instructors' results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.

The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar

“…The last finding which is concerned with the gender of the participants showed that there was no significant difference in not only using overall TPACK of teacher educators but also applying knowledge of each dimension. This finding was in line with many findings which reported that there was no significant difference in the overall TPACK of instructors/teachers in terms of gender (Akturk & Ozturk, 2019;Jang & Chang, 2016). In contrast, the result of Ozudogru and Ozudogru (2019) which showed significant differences between gender was not consistent with the result of this study.…”

“…Furthermore, there were studies that tried to determine the factors which influence on teachers' TPACK levels. In addition, the results of many studies uncovered that gender and professional experience of teachers influenced their TPACK levels (Akturk & Ozturk, 2019;Alqurashi, Gokbel, & Carbonara, 2016;Jang & Chang, 2016;Ozudogru & Ozudogru, 2019).…”

The model of technology of university engineering students’ foreign language training in conditions of multilingual education in Kazakhstan

“…purposeful setting up of educational goals in accordance with the purposes of the whole course of the educational process, monitoring and evaluating the efficiency of the chosen forms, methods, means, assessing current outcomes, correctional measures [8][9][10].…”

Persepsi Mahasiswa dan Instruktur tentang Technological Pedagogical Content Knowledge (TPACK) Instrukstur Bahasa Inggris di Indonesia

“…Komponen Pengetahuan Konten Pedagogis Teknologi (Koehler & Mishra, 2009) Kecenderungan studi terbaru dalam teknologi pendidikan adalah TPACK (Koehler & Mishra (2006). Seperti yang dinyatakan oleh Jang (2016), ada dua aliran penelitian tentang TPACK yaitu terkait dengan TPACK guru pre-service dan in-service; dan persepsi siswa tentang TPACK yang dimiliki guru (Angeli & Valanides, 2009;Chai, et al, 2013;Jang, & Tsai, 2012;Koh, , Chai, , & Tsai, , 2010;Lee, & Tsai, 2010;Lin, et al, 2013;Niess, 2005 kognisi siswa dapat diberikan oleh persepsi siswa tentang guru mereka (Tuan, Chang, Wang, & Treagust, 2000) dan merupakan sumber penting untuk menilai pengetahuan instruktur yang berasal dari instruktur dan mahasiswa (Jaskyte et al, 2009). Mungkin, pandangan mereka tidak sama dengan evaluasi kelas.…”