Exploring the Technological Pedagogical and Content Knowledge (TPACK) of Vocational High School’s Accounting Teachers

Mudrikah, Saringatun; Santoso, Jarot Tri Bowo; Astuti, Dwi

doi:10.4108/eai.22-7-2020.2307933

Cited by 2 publications

(2 citation statements)

References 9 publications

(19 reference statements)

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“…In the interviews, we learned about the development of teaching and research in District X, the origin and development of regional teaching and research with the support of information technology, and the current situation (Figures 2 and 3). During the survey, 400 questionnaires were distributed to teachers in the district, and 396 valid questionnaires were collected [23].…”

Section: Resultsmentioning

confidence: 99%

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

Zhang

2022

Journal of Sensors

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Teacher professional education development is actually another type of development that crosses over into a category of teacher training development that encompasses two other types of teacher training—one of which is formal and the other is informal teacher training. The other approach to teacher professional development is quite different from the professional development of professional education. The focus of the professional development of teachers is a dynamic process of development in which teachers take the initiative, actively, and consciously pursue the direction of professional development of teachers. Therefore, how to observe and study the direction of teachers’ professional development from the perspective of teachers is an urgent problem that needs to be studied and solved. The professional development of teachers should be combined with their own social and teaching lives. In addition, information technology should be integrated into teachers’ daily teaching life, so that it can be used as a tool to support teachers’ professional development. Information technology has gradually become a tool and a means that teachers cannot do without in their teaching lives, so it is important to study and think about it from various aspects, such as the teaching process and teachers’ growth experiences, and to continuously study teachers’ professional development. Therefore, it is necessary to study how information technology can be used well by teachers and used by teachers to become a useful tool in teachers’ educational and teaching work from various aspects. This paper first argues that the main goal of teachers’ professional development is to gradually grow into expert teachers, while the main content of teachers’ professional development is to understand practical knowledge, and the specific tool used by teachers in teaching is the application of social software support that can support teachers’ professional development (Romanowski and Alkhateeb, 2022). This paper envisages that information technology can be integrated into the entire teaching environment and the teaching process of teachers, as a tool and a means to make the content of teachers’ teaching more concise and clear. Through the use of information technology and other tools, teachers can gradually identify what they need to improve and add to their teaching process, lay the foundation for their future development, and pave the way to become better teachers with a clearer plan for their future development.

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Section: Resultsmentioning

confidence: 99%

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

Zhang

2022

Journal of Sensors

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“…Pedagogical knowledge is quite important for teacher candidates [5]. Through this ability, teachers can understand students by utilizing the principles of cognitive development of students and teachers can understand student personality development and reflect on it in the learning process [6]. This is very important because it is a special skill that must be possessed by teachers to carry out their learning with students and support the achievement of maximum learning outcomes [7].…”

Section: Introductionmentioning

confidence: 99%

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

Herwin,

Kurniawati,

Saptono

et al. 2023

ijmst

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Technological pedagogical knowledge is quite a serious issue and is a problem today. This is based on conditions in the field which show that not all teachers are well prepared with this knowledge. This study aims to empirically find factors that influence the technological and pedagogical knowledge of prospective professional teachers in elementary schools. This research is survey research using a quantitative approach. This research design uses a structural equation model. This design involves four variables, namely content knowledge, technological knowledge, pedagogical knowledge and technological and pedagogical knowledge. The subjects of this research were participants in professional teacher education in Indonesia. The sample participants for this study were randomly selected as many as 151 participants. The data collection technique for this research was carried out using a questionnaire. The research instrument measures four variables using 12 measuring items which are indicators for variable measurement. Data were analyzed by structural equation model. The research results show that an important factor that has a dominant effect on the formation of teachers' technological pedagogical knowledge is good technological knowledge. In addition, pedagogical knowledge is also one of the triggers for technological pedagogy knowledge. Although based on empirical findings, the influence of this knowledge is not as great as technological knowledge. Furthermore, the factor of technological pedagogical knowledge is also indirectly shown in the content knowledge variable. The findings of this study explain that there is a fairly strong indirect effect.

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Exploring the Technological Pedagogical and Content Knowledge (TPACK) of Vocational High School’s Accounting Teachers

Cited by 2 publications

References 9 publications

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

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