Technological pedagogical content knowledge (TPACK) of pre-service science teachers: A Delphi study

Thohir, M. Anas; Jumadi, Jumadi; Warsono, Warsono

doi:10.1080/15391523.2020.1814908

Cited by 27 publications

(18 citation statements)

References 62 publications

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“…While most literature of TPACK-Web has explained the construction and the factors of its components, few of the researchers related TPACK-Web components and another dimension. Thohir et al (2020) explained that TPACK has 4 dimensions, including knowledge, skills, social character and personality, and meta learning as shown in Figure 1.…”

Section: / 16mentioning

confidence: 99%

“…In addition, Chua and Jamil (2013) identified that personality and organization were the main factors of teacher's TPACK. However, studies about the type of pre-service teacher's personality trait relate TPACK is limited (Scherer et al, 2018;Thohir et al, 2020). In Indonesia context, the personality is one of four core competencies for a teacher, the others pedagogy, subject matter, and social competence (Chang et al, 2014, p. 2).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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The successes of web design by learning relates to the pre-service teachers' personality. Unfortunately, the relationship between personality and pre-service teachers' technological pedagogical content knowledge related Web (TPACK-Web) still uncertain. The main objective of this study was to explore the relationship between the Five-Factor Model (FFM) of personality and TPACK-Web of the pre-service teacher in Indonesia (N=309). To examine the correlation among two packages of variables, descriptive statistic, bivariate correlation, and Partial Least Squares-Structural Equation Modelling (PLS-SEM) was applied. The finding presented that the correlation between FFM of personality and TPACK-Web was significant. The most important finding suggested that Agreeableness, Conscientiousness, and Openness had a direct effect on the core of TPACK-Web bases (WK, PK, CK), and WPK to WPACK had the strongest effect. Finally, the implication of this study is provided along with suggestions.

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Section: / 16mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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“…There will be differences between the teaching methods of a teacher who learns how to integrate technology into the current curriculum and a teacher who does not go through such a training (Christensen, 2002). Consequently, drawing on technology effectively for teaching purposes has clearly become one of the critical proficiencies of teachers in many countries around the world (Muhaimin et al, 2019;Thohir et al, 2020). In view of this, "providing teachers the necessary assistance to effectively incorporate technology into teaching and learning processes" is one of the crucial initiatives to be taken in an effort to turn the country's past and ongoing investments to advantage as regards instructional technologies (U.S. Congress, Office of Technology Assessment, 1995, p. 8).…”

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confidence: 99%

The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers

Kayaalp

Gökbulut

Meral

et al. 2022

Kuramsal Eğitimbilim

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This study examines whether digital material preparation training provided to pre-service teachers’ using instructional technologies affects their levels of Technological Pedagogical Content Knowledge (TPACK) Self-Confidence. The research is conducted using the Embedded Design, one of the Mixed Methods Research Designs. Study group consists of 24 pre-service social studies teachers. Data is collected using TPACK Self-Confidence Scale (TPACK-SCS) and Semi-Structured Questionnaire. Pre-service teachers are trained on different Web 2.0 tools throughout the implementation phase and thereafter were asked to prepare different digital materials specific to social studies. Quantitative data collected were analyzed using descriptive and predictive statistics. Content analysis of qualitative data was performed using MaxQda 2020 qualitative data analysis software. Research findings revealed a statistically significant difference between pre-test and post-test scores of pre-service teachers’ TPACK self-confidence levels. Pre-service teachers’ fear of failure, presumed failure and reluctance for being a part of the process turned into a perception of success and self-efficacy following the training and their learned helplessness disappeared. Teachers should be supported with a practice-based training that will allow to integrate technological, pedagogical and content knowledge for developing TPACK, as a comprehensive answer to 21st century teaching competencies.

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“…The latter is undergoing a phase of implementation and automatic refinement in several countries. 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.…”

Section: Effective Stem Strategies In the Worldmentioning

confidence: 99%

STEM Strategies for Economic Growth

Neacşu¹,

Samarescu²

2022

New Trends in Sustainable Business and Consumption

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This paper aims to raise awareness of the importance of education in economic growth and not just education in general, but mainly of STEM (Science, Technology, Engineering, Mathematics) education. Such signals are always useful, in order to align ourselves with other countries that have already acquired experience in implementing STEM education and can measure positive effects for the economy. The present research proposes to approach STEM education through the perspective of the most effective strategies applied so far in various regions of the world and that can be adapted to the Romanian reality. This is also useful for the steps needed to implement the recently adopted project "Educated Romania" (2021), which essentially aims to support education based on STEM competencies. The micro-research in the second part of the paper is a quantitative one that verifies whether there is, at the population level of parents in general, an awareness of STEM education competencies. It was investigated in what extent people are familiar with STEM education, if they can describe it and how interested would be to encourage their children to learn science, technical subjects, engineering and math skills. Moreover, the respondents' perception regarding the impact that such an approach would have on the economic development of a country was questioned.

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Technological pedagogical content knowledge (TPACK) of pre-service science teachers: A Delphi study

Cited by 27 publications

References 62 publications

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

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

The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers

STEM Strategies for Economic Growth

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