Probing In-Service Elementary School Teachers' Perceptions of TPACK for Games, Attitudes towards Games, and Actual Teaching Usage: A Study of Their Structural Models and Teaching Experiences

Autor/inn/en	Hsu, Chung-Yuan; Liang, Jyh-Chong; Chuang, Tsung-Yen; Chai, Ching Sing; Tsai, Chin-Chung
Titel	Probing In-Service Elementary School Teachers' Perceptions of TPACK for Games, Attitudes towards Games, and Actual Teaching Usage: A Study of Their Structural Models and Teaching Experiences
Quelle	In: Educational Studies, 47 (2021) 6, S.734-750 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsu, Chung-Yuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1729099
Schlagwörter	Elementary School Teachers; Teaching Experience; Game Based Learning; Pedagogical Content Knowledge; Technological Literacy; Teaching Methods; Teacher Attitudes; Knowledge Level; Technology Uses in Education; Foreign Countries; Technology Integration; Taiwan + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Wissensbasis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland
Abstract	This study aimed to investigate differences in junior and senior (categorised by their years of teaching experience) elementary school teachers' perceptions of the Technological Pedagogical Content Knowledge -- Games (TPACK-G), attitudes towards game, and actual teaching usage. It also aimed to probe how each of the two groups' TPACK-G perceptions predicted their attitudes towards games and actual teaching usage. 376 in-service teachers in Taiwan filled out the questionnaire consisting of game knowledge (GK), game pedagogical knowledge (GPK), game content knowledge (GCK), game pedagogical content knowledge (GPCK), attitudes towards games (AT), and actual teaching usage (AU). The results showed that junior teachers tended to have higher GK, GCK and GPCK than the seniors. GK alone might not be sufficient to predict the teachers' actual teaching usage. To predict teachers' actual teaching usage, the junior teachers might rely on their GPCK, whereas the senior teachers might rely on their GPK. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01