The Technological Pedagogical Content Knowledge-practical (TPACK-Practical) model: Examination of its validity in the Turkish culture via structural equation modeling

This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection of technology, pedagogy, and content specifically for selected dimensions of 21st century learning. In addition, teachers’ design beliefs were investigated with the teachers’ TPACK. Given the conceptualization, a new instrument was designed and validated. An associated intervention program to enhance the preservice teachers' TPACK was designed and the pre- and post-course surveys were conducted. To unpack the relationships between teachers’ design beliefs and their TPACK, structural equation models were constructed and validated. The findings indicate that the instrument possesses good construct, discriminant and convergence validity, and reliabilities. The intervention enhanced the teachers’ TPACK efficacies and their design beliefs significantly, and the structural equation models indicate that the teachers’ design beliefs are significant predictors of the teachers’ TPACK. The implications of this study suggest that TPACK may be conceived differently and this may promote new intervention programs to foster preservice teachers’ TPACK and design beliefs.

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Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i03.11690 ◽

2020 ◽

Vol 15 (03) ◽

pp. 126 ◽

Cited By ~ 3

Author(s):

Hanna Andyani ◽

Punaji Setyosari ◽

Bambang Budi Wiyono ◽

Ery Tri Djatmika

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Junior High School ◽

Self Efficacy ◽

Structural Equation ◽

Technological Pedagogical Content Knowledge ◽

Equation Model ◽

Pedagogical Content ◽

Innovative Climate ◽

The Impact

The development of information and communication technology (ICT) has led to opportunities and challenges in the educational ideas and practices. This study examines the impact of technological pedagogical content knowledge on the use of ICT in pedagogy. This study applied a quantitative method using Structural Equation Model (SEM). The population of the study was teacher in Junior high School in Mojokerto of East Java Indonesia while the sample was about 302 participants gathered by using proportionate stratified random sampling. The findings showed that first, technological pedagogical content knowledge directly did not affect teachers’ self-efficacy. Second, technological pedagogical content knowledge influences the use of ICT in pedagogy. Third, organizational innovative climate directly influences the teachers’ self-efficacy. Indeed, organizational innovative climate affects the use of ICT in pedagogy. Fifth, teachers’ self-efficacy influences the use of ICT in pedagogy. Sixth, technological pedagogical content knowledge mediated by teachers’ self-efficacy does not directly affect the use of ICT in pedagogy. Lastly, organizational innovative climate-mediated by teachers’ self-efficacy affects the use of ICT in pedagogy. This research could be the first step for a similar study in the future.

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

Australasian Journal of Educational Technology ◽

10.14742/ajet.174 ◽

2013 ◽

Vol 29 (1) ◽

Cited By ~ 20

Author(s):

Ching Shing Chai ◽

Eugenia MW Ng ◽

Wenhao Li ◽

Huang-Yao Hong ◽

Joyce H L Koh

Keyword(s):

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Information And Communication Technologies ◽

Structural Equation ◽

Teacher Educators ◽

Technological Pedagogical Content Knowledge ◽

Basic Knowledge ◽

Pedagogical Content ◽

Positive Effects

<p>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.</p>

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