Assessing University Students' Perceptions of Their Physics Instructors' TPACK Development in Two Contexts

Autor/inn/en	Chang, Yahui; Jang, Syh-Jong; Chen, Yang-Hsueh
Titel	Assessing University Students' Perceptions of Their Physics Instructors' TPACK Development in Two Contexts
Quelle	In: British Journal of Educational Technology, 46 (2015) 6, S.1236-1249 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12192
Schlagwörter	Physics; Science Instruction; Pedagogical Content Knowledge; Technological Literacy; College Students; College Faculty; Student Attitudes; Teacher Competencies; Faculty Development; Science Teachers; Pretests Posttests; Surveys; Interviews; Observation; Feedback (Response); Cross Cultural Studies; Cultural Differences; Foreign Countries; China; Taiwan + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Technisches Wissen; Collegestudent; Fakultät; Schülerverhalten; Lehrkunst; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Beobachtung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Ausland
Abstract	Technological Pedagogical and Content Knowledge (TPACK) has been gaining traction among educational researchers; however, studies documenting university students' perceptions of their teachers' TPACK remain limited. This study intends to investigate the professional development of two physics instructors through the lens of the TPACK framework. Moreover, this study spans an 18-week semester within both the contexts of Taiwan and China. Multiple data were collected and analyzed, including the pretest and posttest TPACK surveys, instructor interviews, in-class observations and students' feedback and opinions. The results revealed that John's instructional representations and strategies and technology integration and application scores increased significantly, as well as Mike's knowledge of students' understanding score showing a significant increase from the middle to the end of semester. John (Taiwan) emphasized life examples and the use of multimedia while Mike (China) chose to emphasize students' knowledge and evaluation. Such results showed different teaching characteristics in the two contexts. Implications and suggestions are put forward based on the results of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01