An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

2018 ◽  
pp. 1968-1983 ◽  
Author(s):  
Vicente Reyes Jr. ◽  
Christine Reading ◽  
Nadya Rizk ◽  
Sue Gregory ◽  
Helen Doyle
Keyword(s):  
Factor Analysis ◽  
Science Teachers ◽  
Teaching Practices ◽  
Exploratory Analysis ◽  
Service Science ◽  
Pedagogical Practices ◽  
Information Communication ◽  
National Project ◽  
Communication And Technology ◽  
Pre Service Teacher

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

scholarly journals An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

2016 ◽  
Vol 12 (4) ◽  
pp. 1-14 ◽  
Author(s):  
Vicente Chua Reyes Jr. ◽  
Christine Reading ◽  
Nadya Rizk ◽  
Sue Gregory ◽  
Helen Doyle
Keyword(s):  
Factor Analysis ◽  
Content Knowledge ◽  
Exploratory Factor Analysis ◽  
Science Teachers ◽  
Exploratory Analysis ◽  
Service Science ◽  
Pedagogical Practices ◽  
Information Communication ◽  
Communication And Technology ◽  
Pre Service Teacher

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

scholarly journals ATTITUDE TOWARDS TECHNOLOGY FOR PRE-SERVICE SCIENCE TEACHERS IN INDONESIA: AN EXPLORATORY FACTOR ANALYSIS

2019 ◽  
Vol 16 (33) ◽  
pp. 854-864
Author(s):  
U. ROSIDIN ◽  
R. MASKUR ◽  
N. KADARITNA ◽  
A. SAPUTRA
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Science Teachers ◽  
Pearson Correlation ◽  
Service Science ◽  
Survey Method ◽  
Structural Factors ◽  
Mean Values ◽  
Cronbach Alpha ◽  
And Gender

Technological knowledge and skill are crucial for teachers and pre-service teachers because they have a direct effect on performance, learning quality, and wider world access. Many studies showed that the ability of a teacher in technology-integrated pedagogy is influenced by their attitude towards technology. The aim of this study was to use exploratory factor analysis in examining the structural factors, the preference level and the interrelationship among components of attitude towards technology. Data was collected from 150 pre-service science teachers in Lampung University by using traditional survey method. Additionally, variance, mean values comparison, and Cronbach Alpha coefficients were analyzed in explaining the contributions of items and factors to the overall attitude towards technology. Pearson correlation analysis was also conducted to find out the relationship among components. The results confirmed the validity of instrument with loading factors ranging from 0.427–0.882. In addition, the total Cronbach Alpha coefficient was 0.810 which informed a high internal consistency of instrument with five components of technological attitude account for 77.82% of variance. Specifically, the perceived consequence of technology is identified as a dominant attitudinal preference of preservice science teachers in Indonesia, followed by career aspirations and gender difference. Pearson productmoment analysis revealed a significant correlation among components of attitude towards technology.

scholarly journals Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program

2018 ◽  
Vol 14 (5) ◽  
pp. 1 ◽  
Author(s):  
Sasithep Pitiporntapin ◽  
Naruemon Yutakom ◽  
Troy D. Sadler ◽  
Lisa Hines
Keyword(s):  
Science Teachers ◽  
Scientific Literacy ◽  
Teaching Practices ◽  
Socioscientific Issues ◽  
Online Discussions ◽  
Service Science ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Structured Interviews ◽  
Science Teaching Practices

Science education reformists in Thailand promote the use of socioscientific issues (SSIs)-based teaching to enrich scientific literacy for global citizenship. To achieve this goal, Thai pre-service science teachers (PSTs) must know how to effectively integrate SSIs into their science teaching practices. The purpose of this study was to enhance PSTs’ understanding and practices of SSIs-based teaching via the online mentoring (OM) program. Three PSTs were selected as case studies, and data were collected from online observations, semi-structured interviews, online discussions, and online document reviews. The analytical methods included within-case and cross-case analysis. This study found that the OM program was effective in enhancing PSTs’ understanding and practices of SSIs-based teaching. As a result, their teaching practices evolved from conveying content knowledge to promoting higher-order cognitive practices. In addition, the PSTs demonstrated a deeper appreciation for OM programs as a means to enhance teaching practices. This research demonstrates how the implementation of OM programs has the potential to be powerful tool for professional development of science educators, which is essential for transforming science educational practices.

scholarly journals Education for Sustainable Development: Experiences from Action Research with Science Teachers

2012 ◽  
Vol 3 (1) ◽  
pp. 23-40 ◽  
Author(s):  
Heba El-Deghaidy
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Science Teachers ◽  
Teaching Practices ◽  
Education For Sustainable Development ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Successful Implementation ◽  
Research Projects ◽  
Spring Semester

Abstract This study reports on Egyptian science teachers’ experiences in collective action research projects with a focus on education for sustainable development (ESD). Science teachers were enrolled in a study course “Teaching Strategies” that had been revised with a focus on sustainability. The course was introduced in the spring semester of the academic year 2011/2012. Throughout the course, 29 teachers worked in groups to develop projects that promote sustainable development through classroom teaching practices that encourage involvement with local communities around school premises. The framework that guided the study was based on experiential, constructivist and transformative learning theories known collectively as ‘ExConTra’. A mixed methods methodology was used where teachers’ responses to three open-ended reflective questions produced qualitative data that were analysed by identifying themes and patterns. The author developed two quantitative instruments: a Concept Mapping Rubric and a Sustainable Development Questionnaire. The former was to probe the cognitive organisation participants had in relation to the concept of sustainable development before and after developing the action research projects. The latter instrument was used to identify participants’ attitudes towards teaching for ESD and their knowledge of classroom pedagogical practices. Statistical data analysis using Statistical Package for the Social Sciences indicates that teachers in their post-tests had developed: better cognitive organisation for the concept of sustainable development; positive attitudes towards teaching for sustainable development and ESD classroom teaching practices. Involvement in the action research projects where teachers were experiencing, reflecting, conceptualising, constructing, acting and transforming within the context of ESD may be responsible for these results where there are promises to help achieve successful implementation to include ESD in science education.

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