TPACK updated to measure pre-service teachers’ twenty-first century skills

Abstract

Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development of their students' twenty-first century skills. The technological pedagogical content knowledge (TPACK) framework provides a theoretical model for studying the ways in which teachers use ICT in education. Still, the TPACK framework faces certain difficulties, especially concerning the instruments currently used for studying TPACK. These challenges are primarily related to the psychometric properties of the instruments and areas of pedagogical knowledge. Within this paper we introduce a new TPACK questionnaire, the TPACK-21 questionnaire which is grounded on twenty-first century skills. The TPACK-21 questionnaire is validated using confirmatory factor analysis (CFA). Results provide a six factor CFA model aligning with the TPACK theoretical framework. Also, the associations among TPACK sub-constructs, and the weak and strong areas of pre-service teachers' TPACK will be discussed.

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

“…In contrast PST A commented that it was "[k]nowing how kids learn". Valtonen et al (2017) described PK as "an understanding of learning processes and the ability to control and guide the learning situation" (p. 16) and includes knowledge about cognition and generic theories of learning. Although at the beginning of their teacher education programs, the PSTs were beginning to make links between CK and PK.…”

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

“…Previous initiatives focusing on the assessment of prospective teachers' self-perception (Schmidt et al, 2009) have evolved or have been adapted to examine, for instance, a constructivist pedagogy orientation, like the C-TPACK questionnaire (Koh, Chai, & Tsai, 2014) or the use of specific technological instruments, such as TPCK-W (Lee & Tsai, 2010). At the same time, the need to address the fostering of 21st century competences or skills has resulted in their conceptual integration with this model due to the creation of instruments such as the TPACK-21 questionnaire (Valtonen et al, 2017), which has been used in this study.…”

Empowering Learners with Role-Playing Game for Vocabulary Mastery

“…The first section of the questionnaire investigated the pedagogical dimensions of the learning environment, and students' experiences with regard to the following five elements were measured: (1) their teachers' readiness to combine pedagogy and content knowledge in the course (PCK; three items); (2) pedagogical experiences in terms of teaching aimed at understanding (UND; four items); (3) constructive feedback (FEED; three items) received during the course; (4) the level of experienced difficulty (DIFF; three items) of the course; and (5) guidance received in the FC study method (GUID; five items). The PCK instrument was adapted from the TPACK-21 questionnaire by Valtonen et al (2017), the UND and FEED instruments were selected from the Experiences of Teaching and Learning Questionnaire (ETLQ) by Entwistle et al (2002), and the DIFF and GUID instruments were created exclusively for this research. The second section focused on students' perceptions of the social dimension by measuring the following: (1) collaborative working (COLL; five items) by Wang, MacCann, Zhuang, Liu, & Roberts (2009); (2) support from other students (SUPP; three items) by Entwistle et al (2002); and (3) safe atmosphere for learning (SAFE; three items) with an instrument created specifically for this study.…”

“…The second section focused on students' perceptions of the social dimension by measuring the following: (1) collaborative working (COLL; five items) by Wang, MacCann, Zhuang, Liu, & Roberts (2009); (2) support from other students (SUPP; three items) by Entwistle et al (2002); and (3) safe atmosphere for learning (SAFE; three items) with an instrument created specifically for this study. The third section investigated the technological dimension by eliciting students' reflections on two elements: (1) their readiness to use ICT for study purposes (TECH21; four items), partially by Valtonen et al (2017); and (2) how they experienced the added value of ICT in education (AV-ICT; four items) by Chen (2011).…”