A Quantitative Assessment of High School Math Teachers' Technological Pedagogical and Content Knowledge

Autor/inn/en	Zeynivandnezhad, Fereshteh; Asgharzadeh, Nasrin; Fernández, Ramón Emilio
Titel	A Quantitative Assessment of High School Math Teachers' Technological Pedagogical and Content Knowledge
Quelle	In: International Journal for Technology in Mathematics Education, 30 (2023) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Foreign Countries; High Schools; Mathematics Teachers; Pedagogical Content Knowledge; Technological Literacy; Preservice Teacher Education; Inservice Teacher Education; Curriculum Development; Structural Equation Models; Causal Models; Mathematics Education; Educational Policy; Iran + Suchen Sie Ihr Suchwort? Ausland; High school; Oberschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Technisches Wissen; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kausalanalyse; Mathematische Bildung; Politics of education; Bildungspolitik
Abstract	The applicability of digital technologies is increasing boundlessly and so are the opportunities of the end-users, with ample opportunities to embed these technologies in the teaching and learning process. Nonetheless, classroom adoption of technologies, particularly in mathematics remains on the lower end of innovation in teaching and learning. To remedy this deficit, education policy makers can take advantage of the existing Technological Pedagogical and Content Knowledge (TPACK) framework. After multiple analyses of Iranian Teachers' self-assessed TPACK, this study places them within the TPACK spectrum, and provides evidence-based policy recommendations. We provide avenues to enhance the effectiveness of mathematics teacher education programs in Iran. We accomplish this by surveying 399 teachers; we then quantify their self-reported assessment of their TPACK; we then determine how their self-reported assessment related to each construct, and their mediating roles, of technological pedagogical knowledge (TPK), technological content knowledge (TCK) and pedagogical content knowledge (PCK). We achieve this by means of structural equation modeling. Our results suggest the existence of high correlations among TPACK components. Additionally, PCK, TPK and TCK had mediating roles in the relationship between three main constructs TK, CK and PK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01