TPACK Development in Teacher Education

Hofer, Mark; Grandgenett, Neal

doi:10.1080/15391523.2012.10782598

Cited by 160 publications

(65 citation statements)

References 16 publications

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“…If you are confident and know a lot about it you can branch out and try different approaches." The PSTs seemed well versed in TPK which is also supported by research examining secondary pre-service teacher reflections by Hofer and Grandgenett (2012) who found a higher number of items coded as TPK than those as TCK.…”

Section: Perceptions Of the Elements Of Tpackmentioning

confidence: 53%

Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

Redmond

Lock

2019

AJET

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Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts. Pre-service teachers often feel ill-prepared to plan for effective technology integration in their classrooms. Technological pedagogical content knowledge (TPACK) has provided educators with a theoretical framework to unpack the complexity of technology integration. It sits at the heart of three interrelated components: content knowledge, pedagogical knowledge, and technological knowledge. These knowledge areas interact, support, and constrain each other. This study investigated secondary pre-service teachers' perceptions of TPACK. Data were collected through an online survey and interviews. Following a brief introduction to TPACK, this article explores secondary pre-service teachers' perceptions of TPACK and its components, along with their professional learning needs for TPACK development. Implications for teacher education programs are also provided.

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Section: Perceptions Of the Elements Of Tpackmentioning

confidence: 53%

Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

Redmond

Lock

2019

AJET

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“…Furthermore, as noted above, some researchers (e.g., Agyei & Keengwe, 2014;Hofer & Grandgenett, 2012;Kopcha et al, 2014) emphasised the validation of TPACK across multiple measures. In some sense, their work at least implicitly suggested the importance of another type of validity, predictive validity, meaning the extent to which the measures concerned can be used to infer or predict certain related behaviours or performance (Christensen, 2004).…”

Section: Validation Of Tpack: a Multifaceted Lensmentioning

confidence: 99%

“…On one hand, many studies have consistently indicated a lack of satisfactory convergent and discriminant validity. Studies involving multiple measures of TPACK appeared to demonstrate different levels of misalignment among the measures (e.g., Agyei & Keengwe, 2014;Hofer & Grandgenett, 2012;So & Kim, 2009). For example, Kopcha and colleagues (2014) examined TPACK among 27 preservice teachers mainly using the survey of Schmidt et al (2009) and the content analysis of lesson plans with the rubric developed by Harris et al (2010).…”

Section: Validation Of Tpack: a Multifaceted Lensmentioning

confidence: 99%

“…In practice, convergent validity can be established through factor loading per item (>.50), average variance extracted (AVE) per construct (>.50), and construct reliability (>.70). Similarly, some researchers tended to establish convergent and discriminant validity through the cross-validation among different measures such as survey, lesson plans, and interviews (e.g., Cavanagh & Koehler, 2013;Hofer & Grandgenett, 2012). Relevant studies were guided by two assumptions (Kopcha et al, 2014;Trochim & Donnelly, 2008): (a) since different measures were built from the same TPACK framework, similar TPACK dimensions should be strongly related (e.g., a high score on TCK on one measure should correspond with a high score on TCK on another measure); and (b) dissimilar dimensions should be mutually exclusive from one another (e.g., a TCK score on one measure should emerge more distinctly from a TPACK score on the same or similar measure).…”

Section: Validation Of Tpack: a Multifaceted Lensmentioning

confidence: 99%

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Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

Deng

Chai

So³

et al. 2017

AJET

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While various quantitative measures for assessing teachers' technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers' epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

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“…In the past, teacher education researchers have mainly focused on using formal ICT courses to prepare preservice teachers to adopt technology in classroom practice Chai et al, 2010;Hofer & Grandgenett, 2012;Horzum, 2013). More recent studies have also included social media tools in the education process (Kumar & Leeman, 2013;Lemon, 2016;Tur & Marin, 2015).…”

Section: Eurasia J Math Sci and Tech Edmentioning

confidence: 99%

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Lau

2018

EURASIA J MATH SCI T

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Social media are increasingly adopted in university administration, teaching, and learning. For pre-service teachers, although there is growing evidence suggesting the effectiveness of educational technology courses in enhancing their technological pedagogical content knowledge (TPACK), relatively little is known about whether and how this knowledge is associated with social media usage (SMU) in informal settings. In this study, the relationships between SMU in informal settings and TPACK among pre-service teachers were investigated. Based on the survey data of a sample of 212 pre-service teachers in Hong Kong, media sharing was found to be a significant positive predictor of technology knowledge and knowledge of teaching with technology, whereas Internet searching and video gaming were not predictive of any component of TPACK. The findings of the study were interpreted in the light of the educational affordances of social media technologies, and their implications for researchers and teacher educators were discussed.

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TPACK Development in Teacher Education

Cited by 160 publications

References 16 publications

Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

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