Exploring the Profiles and Interplays of Pre-Service and In-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China

Autor/inn/en	Dong, Yan; Chai, Ching Sing; Sang, Guo-Yuan; Koh, Joyce Hwee Ling; Tsai, Chin-Chung
Titel	Exploring the Profiles and Interplays of Pre-Service and In-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China
Quelle	In: Educational Technology & Society, 18 (2015) 1, S.158-169 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Preservice Teachers; Teacher Attendance; Constructivism (Learning); Factor Analysis; Reliability; Validity; Comparative Analysis; Predictor Variables; Correlation; Structural Equation Models; Instructional Design; Teacher Characteristics; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Faktorenanalyse; Reliabilität; Gültigkeit; Prädiktor; Korrelation; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland
Abstract	This research surveyed three hundred and ninety pre-service and three hundred and ninety four in-service teachers with regards to the seven factors of technological pedagogical content knowledge, their beliefs about constructivist oriented teaching (CB) and design disposition (DD). Both exploratory and confirmatory factor analyses showed that the survey based on the nine-factor model had high reliability and validity. Significant differences between pre-service and in-service teachers in the TPACK factors and CB and DD were found and the differences reveal that the pre-service teachers are less knowledgeable and confident with regards to all the factors. In order to identify predictors of TPACK, the research further explores the relationships among TPACK factors, CB and DD through structural equation models. The findings reveal that DD consistently predict both pre-service and in-service teachers' TPACK and this provide support about the importance of design disposition for TPACK advancement. However, CB does not predict the pre-service teachers' TPACK. In addition, CB is a significantly negative predictor for the in-service teachers' TPACK. The findings may imply that while the inservice teachers believe strongly in constructivist oriented teaching, they need further professional development in designing instruction to actualize their desired form of education. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01