Exploring the Relationship between Self-Regulation and TPACK of Taiwanese Secondary In-Service Teachers

Autor/inn/en	Chen, Yang-Hsueh; Jang, Syh-Jong
Titel	Exploring the Relationship between Self-Regulation and TPACK of Taiwanese Secondary In-Service Teachers
Quelle	In: Journal of Educational Computing Research, 57 (2019) 4, S.978-1002 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Yang-Hsueh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118769442
Schlagwörter	Foreign Countries; Self Management; Technological Literacy; Pedagogical Content Knowledge; Secondary School Teachers; Educational Technology; Technology Uses in Education; Teacher Characteristics; Self Control; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Selbstmanagement; Technisches Wissen; Pädagogische Kompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selbstbeherrschung
Abstract	Although self-regulation (SR) has been regarded as an important factor of teachers' learning and professional development, its relationship with teachers' knowledge for teaching (Technological, Pedagogical, and Content Knowledge, TPACK) remains unclear. The purpose of this study was to explore the interrelationship between Taiwanese secondary in-service teachers' SR and TPACK in the national context (N = 386). Descriptive analysis, Pearson's bivariate correlation, and canonical correlational analysis were used to examine the interrelationship between the two sets of variables. Results showed that teachers scored highest on monitoring capability and controlling capability (MC/CC) but lowest on Information and Communications Technology (ICT)-related SR. Moreover, the participants scored greatest on Content Knowledge (CK) but lowest on Technology Knowledge (TK) and Technological Pedagogical Content Knowledge (TPCK). In-service teachers' MC/CC and Reflection Capability correlated higher with CK and pedagogical content knowledge (PCK) but lower with TK and TPCK. Conversely, ICT was associated more significantly with TK and TPCK but less significantly with CK and PCK. Implications of this study were provided along with suggestions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01