Two Is Better than One--Examining Biology-Specific TPACK and Its T-Dimensions from Two Angles

Autor/in	von Kotzebue, Lena
Titel	Two Is Better than One--Examining Biology-Specific TPACK and Its T-Dimensions from Two Angles
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 5, S.765-782 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (von Kotzebue, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2022.2030268
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Technological Literacy; Biology; Science Teachers; Preservice Teachers; Teacher Competencies; Preservice Teacher Education; Educational Technology; Technology Uses in Education; Evaluation Methods; Test Validity; Performance Based Assessment; Self Evaluation (Individuals); Teacher Evaluation; Technology Integration; Austria + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Technisches Wissen; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrkunst; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Testvalidität; Leistungsermittlung; Teacher appraisal; Lehrerbeurteilung; Österreich
Abstract	Until now, TPACK has mostly been measured by subject-unspecific self-report measures. In contrast, this study introduces and analyzes an objective and biology-specific performance assessment of the four T-dimensions of TPACK. This instrument was used in combination with a biology-specific self-report measure to examine 206 biology teacher students at an Austrian university. Using two test instruments to measure the same construct allows direct comparison and increases validity. Structural equation models were calculated to analyze and compare the internal structure of the four T-dimensions within the two instruments. Although different test formats were used, for which the dimensions showed moderate correlations, the data for both test formats showed a similar internal structure and support a transformative view due to lack of direct influence of technological knowledge (TK) on TPACK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01