Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers

Abstract

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study attempted to validate a TPCK efficacy survey by implementing it on an Asian group of 550 preservice teachers from China, Hong Kong, Singapore and Taiwan. The seven factors underlying the TPCK framework were identified which suggested the research instrument to be valid and reliable. The structural equation model proposed based on the TPCK framework supported eight out of 12 hypotheses about the relationships between TPCK constructs. The results indicate that the positive effects of the basic knowledge factors of CK, PK, and TK were indirect, occurring through the second layer of knowledge factors (TPK, TCK, and PCK). Implications for preservice teacher professional developments are discussed. IntroductionInformation and Communication Technologies (ICT) have been viewed by many educators as an enabling factor for constructivist-oriented teaching and learning (Collins & Halverson, 2010;Howland, Jonassen, & Marra, 2012). These educators highlighted many affordances of ICT that would enable learners to construct deeper understanding about the subject matter they are learning through active and collaborative learning that is anchored around real-world authentic problems. Howland et al. (2012) characterized such learning as meaningful learning with ICT. However, the actualization of the pedagogical affordances are very much dependent upon teachers' beliefs and attitudes towards technology (Ertmer, 2005), the knowledge they possess (Mishra & Koehler, 2006), and their capacity to design technology-integrated lessons (Chai, Koh & Tsai, 2011a). In short, integrating technology into classroom teaching and learning is highly demanding on teachers' beliefs, knowledge and adaptive expertise (Darling-Hammond, Bransford, LePage, Hammerness, & Duffy, 2005;Hong & Sullivan, 2009;Kramarski & Michalsky, 2010;Mishra, Koehler, & Kereluik, 2009). This could perhaps explain the slow progress in the schools and teachers' pervasive use of ICT for students' constructivist-oriented learning (Harris, Mishra, & Koehler, 2009). Mishra and Koehler (2006) and Graham (2011) have also pointed out that the lack of a theoretical framework is partly responsible for the lack of progress in school-based ICT integration. Drawing upon Shulman's (1986) idea of pedagogical content knowledge (PCK), Mishra and Koehler (2006), together with several other researchers (Niess, 2005;Angeli & Valanides, 2005), put forth the theoretical framework of technological pedagogical content knowledge (TPCK). Since then, the TPCK framework has served as a guide to unpack ICT-integrated lessons; to develop ICT competencies among teac...

Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

“…This step should be very clear and explicit to ensure full integrating of the domains. As the results of this study and the others (e.g., Chai et al, 2013b) TPK is more related to TPACK-SE, hence, more emphasis may be put on it. In the next step, content-specific highlights would be useful in developing TPACK-SE.…”

“…Yet another research conducted with pre-service teachers, Chai, et al, (2013b) found that TK, CK, and PK did not have direct relationships with TPACK while there was an indirect relationship between TK and TPACK (through both TCK and TPK). TCK served as the mediator for the relationship between CK and TPACK.…”

“…They also validated the factor structure as distinct seven knowledge types as hypothesized in the TPACK framework (See Table 2). Seven-factor structure of TPACK framework has been validated in some other studies (e.g., Lin, Tsai, Chai & Lee, 2013;Chai, Ng, Li, Hong & Koh, 2013b), however, there were contradicting results regarding the factorial structure in the literature. For example, by using the adapted version of Schmidt et al's (2009) instrument, Koh, Chai and Tsai (2010) portrayed TPACK of Singaporean pre-service chemistry teachers.…”

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

“…In the development of TPACK assessment instruments, pedagogy-, content-and technology-specific questionnaires seems to replicate most strongly the original TPACK structure (e.g. Chai et al, 2013;Koh et al, 2013;Valtonen et al, 2015).…”

A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School

“…Koehler ve Mishra (2005) tarafından geliştirilen teknolojik pedagojik içerik bilgisi (TPAB) kuramsal çerçevesini temel alan araştırmacılar, geçtiğimiz on yıllık süreçte öğretmenlerin TPAB yeterlilikleri, kurucu faktörleri ve yapısal ilişkileri ölçmek için çeşitli araçları incelemiş ve geliştirmiştir (Akman ve Güven, 2015;Chai, Ng, Li, Hong ve Koh, 2013;Canbazoğlu Bilici, Yamak, Kavak ve Guzey, 2013;Koh, Chai ve Tsai, 2010;Schmidt vd., 2009). Bu ölçüm araçlarının, öğretmenlerinin profesyonel gelişimlerine yardımcı olma ve öğretmen eğitimi ve öğretim programları için kurs içeriğini ve pedagojik yöntemleri iyileştirme konusunda oldukça etkili olduğu ve çok önemli bilgiler verdiği kanıtlanmıştır.…”