Exploring the Technological Pedagogical and Content Knowledge (TPACK) of Taiwanese University Physics Instructors

Autor/inn/en	Jang, Syh-Jong; Chang, Yahui
Titel	Exploring the Technological Pedagogical and Content Knowledge (TPACK) of Taiwanese University Physics Instructors
Quelle	In: Australasian Journal of Educational Technology, 32 (2016) 1, S.107-122 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Physics; Science Instruction; Foreign Countries; Teacher Effectiveness; Preservice Teachers; Inservice Education; Student Attitudes; Questionnaires; Science Teachers; Factor Analysis; Correlation; College Students; Higher Education; Teacher Education Programs; Teaching Methods; Educational Technology; Teacher Attitudes; Technology Integration; Reliability; Test Items; Measurement; Construct Validity; Teaching Experience; College Faculty; Likert Scales; Taiwan + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Berufsbegleitende Ausbildung; Schülerverhalten; Fragebogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Faktorenanalyse; Korrelation; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Lehrerverhalten; Reliabilität; Test content; Testaufgabe; Messverfahren; Fakultät; Likert-Skala
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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01