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

Chen, Yang-Hsueh; Jang, Syh-Jong

doi:10.1177/0735633118769442

Cited by 32 publications

(29 citation statements)

References 49 publications

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“…To more understand the seven factors, Mishra and Koehler (2006) have defined TPACK in simple explanation (see Table 1). Yurdakul, 2018), in-service teachers (Chen & Jang, 2018;Hsu,Tsai, Chang, & Liang, 2017), online distance teachers (Joo et al, 2018;Dalal, Archambault & Shelton, 2017), and teachers in professional development courses (Harris & Hofer, 2017;Koh, Chai & Lim, 2017). The importance of TPACK studies will be developed from time to time and differences between countries due to technology development and educational policy.…”

Section: The Origin Of Tpackmentioning

confidence: 99%

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Muhaimin

Habibi

Mukminin

et al. 2019

J. Technol. Sci. Educ.

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This sequential explanatory design aims at exploring science teachers’ survey and perceptions of technology integration regarding to technological pedagogical content knowledge (TPACK) which focused on quantitative findings supported by qualitative findings. It involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, T-test and Anova were used in quantitative data analysis while for qualitative data analysis, thematic process was conducted. Findings show that the science teachers’ perception on their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for betterment of ICT integration in instruction especially for developing countries.

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Section: The Origin Of Tpackmentioning

confidence: 99%

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Muhaimin

Habibi

Mukminin

et al. 2019

J. Technol. Sci. Educ.

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show abstract

“…Recent literature highlighted the importance of developing teachers' technological pedagogical and content knowledge (TPACK) for technology integration in teacher training programmes (Byker et al 2018;Joo et al 2018;Chen and Jang 2018;etc.). Indeed, in the 21st century, an effective teacher needs to know how to integrate technology into teaching (Niess 2011;Benton-Borghi 2013).…”

Section: Introductionmentioning

confidence: 99%

Self-reported TPACK of teacher educators across six countries in Asia and Europe

et al. 2020

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The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators' TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal-Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers' TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK.

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“…Integrating different types of technologies into teaching is trendy for future education. Improving teachers’ SRL abilities in TPACK training plays an important role in their selection and implementation of different technologies and enhancing teachers’ TPACK enactment in the classroom (Chen & Jang, 2019). Professional development programs ought to go beyond training of basic technology skills, towards programs that foster teachers’ SRL awareness and abilities to deploy regulatory strategies for the effective and efficient uses of technology.…”

Section: Discussionmentioning

confidence: 99%

Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

Huang¹,

Li²,

Poitras³

et al. 2020

Brit J Educational Tech

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Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers’ technology integration in instructional design. Sixty‐four preservice teachers designed a lesson with nBrowser, a computer‐based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self‐regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self‐regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self‐regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self‐regulated learners outperformed the less competent self‐regulated learners on comprehension and design outcomes. This study provides deep insights into teachers’ self‐regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers’ TPACK development. What is already known about this topic Success in technology integration calls for teachers’ conceptual understanding of technological pedagogical content knowledge (TPACK). Teachers’ self‐regulated learning (SRL) ability mediates their TPACK development since metacognitive activities in the SRL process enable teachers to monitor and evaluate TPACK learning towards the sophisticated levels of TPACK. What this paper adds nBrowser, the computer‐based learning environment fosters teachers’ engagement in regulated TPACK development. Analysis of teachers’ lesson plans affords opportunities to identify teachers’ specific metacognitive processes in self‐regulated TPACK development. Latent profile analysis helps to understand the heterogeneity of teachers’ metacognitive processes and establish distinctive profiles regarding teachers’ self‐regulation. Teachers’ TPACK development differed significantly across distinctive SRL profiles. Implications for practice and/or policy Teacher educators should find ways to support teachers’ SRL ability in technology education. The identification of SRL profiles could contribute to designing metacognitive scaffolds in the specific domain of teachers’ technology education.

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

Cited by 32 publications

References 49 publications

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Self-reported TPACK of teacher educators across six countries in Asia and Europe

Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

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