scholarly journals Are You Ready to Use Technology in EFL Teaching? Examining Psychometric Properties of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Scale

2016 ◽  
Vol 4 (1) ◽  
pp. 97
Author(s):  
Liwei Hsu
Keyword(s):  
Factor Analysis ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Shared Variance

<p>It has been confirmed that technology can be beneficial for students’ academic performance, including in the field of computer-assisted language learning (CALL). The successful administration of CALL depends greatly on the teachers’ knowledge about technology, pedagogy and content. The aim of this study is to explore the psychometric property of measure of EFL teachers’ technological, Pedagogical and content knowledge (TPACK). One hundred and fifty-eight EFL teachers were invited to join this study through stratified randomization sampling technique. The research instrument was the TPACK-EFL and the exploratory factor analysis (EFA) with extraction method of Maximum Likelihood and the rotation method of Promax with Kaiser Normalization, was performed to extracted factors with factor loading above .50. Seven constructs (Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge) were retrieved. Afterwards, the Confirmatory Factor Analysis (CFA) was undertaken to examine the convergent and discriminant validity of selected factors. Convergent validity was checked with Composite Reliability (CR), Average Variance Extracted (AVE), Maximum Shared Variance (MSV), and Average Shared Variance (ASV). Suggested value for CR and AVE was .6 and .5 respectively while MSV as well as ASV should be lower than AVE. Results showed that constructs of this study all met the requirement which indicated that the items had convergent validity. In terms of discriminant validity, square root of AVE was greater than inter-construct correlations which asserted the discriminant validity of this instrument. Subsequently, alternate model analysis was conducted to yield the model which fitted the best as indicated by the model fit indices and research context.</p>

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

scholarly journals Princípios de design de uma experiência baseada no TPACK na formação inicial de professores de matemática

Zetetike ◽  
2021 ◽  
Vol 29 ◽  
pp. e021006
Author(s):  
Luis Fabián Gutiérrez-Fallas ◽  
Ana Henriques
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

O TPACK (Technological Pedagogical Content Knowledge) conceptualiza o conhecimento profissional do professor para uma efetiva integração da tecnologia na educação, que é um desafio frequente no ensino da Matemática. Sendo essencial garantir o seu desenvolvimento na formação inicial de professores de Matemática, este estudo, seguindo uma Investigação Baseada em Design, visa compreender como os princípios de design adotados numa experiência de formação centrada no desenvolvimento do TPACK de futuros professores (FP) de Matemática do 7.º ao 12.º anos de escolaridade contribuem para promover esse conhecimento. Os resultados, com base na análise de resoluções escritas dos FP das tarefas propostas na formação e respostas a entrevista e questionário, mostram que a experiência de formação promoveu competências tecnológicas dos FP, evidenciando a mobilização do TK (Technological Knowledge), TCK (Technological Content Knowledge) e TPK (Technological Pedagogical Knowledge) em articulação com o PCK (Pedagogical Content Knowledge) e, consequentemente, com o TPACK.

scholarly journals INTEGRASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DALAM PERANGKAT PEMBELAJARAN DARING GURU BAHASA INDONESIA

Basastra ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 196
Author(s):  
Vina Aditama ◽  
Dini Restiyanti Pratiwi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mendeskripsikan integrasi technological pedagogical content knowledge (TPACK) dalam perangkat pembelajaran daring guru bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Objek dalam penelitian ini berupa rencana pelaksanaan pembelajaran (RPP) daring mata pelajaran bahasa Indonesia di SMP Al Qolam Muhammadiyah Gemolong. Adapun Subjek dalam penelitian ini adalah guru bahasa Indonesia SMP Al Qolam Muhammadiyah Gemolong. Pengumpulan data dalam penelitian ini dilakukan dengan menggunakan teknik dokumentasi dan wawancara. Teknik analisis data dalam penelitian ini dilakukan dengan cara reduksi data, penyajian data, dan verifikasi. Hasil penelitian ini menunjukkan bahwa integrasi technological pedagogical content knowledge (TPACK) dikelompokkan menjadi 4 bagian yang meliputi (1) integrasi technological knowledge (TK), (2) integrasi pedagogical knowledge (PK), (3) integrasi content knowledge (CK), dan (4) integrasi technological pedagogical content knowledge (TPCK). Kata kunci: TPACK, Perangkat Pembelajaran Daring, dan Guru Bahasa Indonesia

scholarly journals Coğrafya Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi İle İlgili Yeterliliklerinin İncelenmesi / Examining the Skills of Geography Teachers’ Technological Pedagogical Content Knowledge

2017 ◽  
Vol 6 (2) ◽  
pp. 485 ◽  
Author(s):  
Esengül Doğru ◽  
Fatih Aydın
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
City Centre ◽  
Pedagogical Content ◽  
Related Literature ◽  
Kolmogorov Smirnov ◽  
Level Of Knowledge ◽  
And Gender

<p><strong>Abstract</strong></p><p>The main purpose of this research was to determine the competencies of technological pedagogical content knowledge (TPCK) of geography teachers and to examine whether these competencies differed significantly according to various variables. The study included a total of a total of 42 geography teachers employed in Karabuk city centre and its districts in 20015-2015 education year. The data of the study was gathered though Technological Pedagogical Content Knowledge (TPCK) developed by Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012). Frequency and percentage values along with Kolmogorov-Smirnov (K-S) test, Mann Whitney U test and Kruskal Wallis H test were used to analyse the data of the current study. The results of the study revealed that the technological pedagogical content knowledge of geography teachers was not enough. Results also demonstrated the level of geography teachers’ technological pedagogical content knowledge did not differ significantly according to their skills and knowledge at using technology, seniority, education level and gender. Content Knowledge is one of the subscales of TPCK that geography teachers had the highest level of knowledge. Furthermore, the level of technological content knowledge of geography teachers was higher than that of technological pedagogical knowledge. The results of the study were discussed in line with the related literature and some suggestions were made. </p><p><strong>Öz</strong></p><p>Bu araştırmanın temel amacı, Coğrafya öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterliliklerinin tespit edilmesi ve bu yeterliliklerin çeşitli değişkenlere göre farklılık gösterip göstermediğinin incelenmesidir. Çalışmaya, 2015-2016 eğitim öğretim yılında Karabük il merkezi ve ilçelerinde görev yapmakta olan toplam 42 Coğrafya öğretmeni katılmıştır. Veri toplama aracı olarak, araştırmanın nicel kısmı için ölçme aracı olarak Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012) tarafından geliştirilen, Teknolojik Pedagojik Alan Bilgisi (TPAB) ölçeği kullanılmıştır. Verilerin analizinde yüzde ve frekans değerleri, Kolmogorov-Smirnov (K-S) testi, Mann Whitney U testi, Kruskal Wallis H testi kullanılmıştır. Araştırma sonuçları, Coğrafya öğretmenlerinin Teknoloji Bilgilerinin (TB) yeterli olmadığını göstermektedir. Coğrafya öğretmenlerinin Pedagojik Bilgileri (PB), teknolojiyi kullanmadaki bilgi ve becerilerine, meslekteki hizmet yıllarına, eğitim durumlarına ve cinsiyetlerine göre farklılaşmadığı sonucuna ulaşılmıştır. TPAB’nin alt boyutlarından olan Alan Bilgisi (AB), öğretmenlerin en yüksek seviyede bilgi sahibi oldukları boyuttur. Ayrıca öğretmenlerin, Teknolojik Alan Bilgisi (TAB) düzeylerinin Teknolojik Pedagojik Bilgi (TPB) düzeylerine göre yüksek çıktığı görülmüştür. Araştırma sonuçları ilgili alan yazınla ilişkili bir biçimde tartışılmış ve bazı öneriler sunulmuştur.</p>

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

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Feng Deng ◽  
Ching Sing Chai ◽  
Hyo-Jeong So ◽  
Yangyi Qian ◽  
Lingling Chen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Epistemological Beliefs ◽  
Discriminant Validity ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Convergent And Discriminant Validity ◽  
Survey Measure

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.

Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis

2013 ◽  
Vol 45 (4) ◽  
pp. 339-360 ◽  
Author(s):  
Valerie Harlow Shinas ◽  
Sule Yilmaz-Ozden ◽  
Chrystalla Mouza ◽  
Rachel Karchmer-Klein ◽  
Joseph J. Glutting
Keyword(s):  
Factor Analysis ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content

scholarly journals ANALISIS KEMAMPUAN TPACK (TECHNOLGICAL, PEDAGOGICAL, AND CONTENT, KNOWLEDGE) GURU BIOLOGI SMA DALAM MENYUSUN PERANGKAT PEMBELAJARAN MATERI SISTEM PEREDARAN DARAH

2020 ◽  
Vol 9 (1) ◽  
pp. 46
Author(s):  
Joko Suyamto ◽  
Mohammad Masykuri ◽  
Sarwanto Sarwanto
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>Perkembangan ilmu pengetahuan dan teknologi bisa dijadikan salah satu cara untuk<strong> </strong>meningkatkan kualitas pembelajaran yang dilakukan oleh seorang guru. Untuk bisa<strong> </strong>mewujudkan hal tersebut, seorang guru perlu memahami dan mimiliki kemampuan<strong> </strong><em>Technological Pedagogical Content Knowledge (TPACK) </em>yang merupakan pengembangan<strong> </strong>dari <em>Pedagogical Content Knowledge (PCK)</em>-nya Shulman (1986). TPACK merupakan pengetahuan untuk mengintegrasikan teknologi ke dalam pengajaran materi tertentu. Penelitian ini bertujuan untuk mengetahui kemampuan guru biologi di SMA dalam aspek TPACK. Jenis penelitian ini adalah penelitian deskriptif kuantitatif dengan teknik <em>cluster</em> <em>sampling</em> . Sampel yang digunakan adalah 3 guru biologi di 3 sekolah (selanjutnya diberi kode B1, B2, dan B3) se – kecamatan gondang. Data dikumpulkan melalui metode observasi. Hasil penelitian menunjukkan bahwa pemahaman materi / <em>Content</em> <em>knowledge</em> (CK) guru B1 sebesar 76%, B2 sebesar 80% dan B3 sebesar 72% dalam kategori baik. Skor pada pengetahuan <em>pedagogical knowledge </em>(PK) guru B1 sebesar 50%, B2 sebesar 45%, dan B3 sebesar 60%. Skor pada pengetahuan <em>technological knowledge</em> (TK) guru B1sebesar 48,5%, B2 sebesar 40%, dan B3 sebesar 40%. Skor pada aspek <em>Technological</em> <em>content</em> <em>knowledge</em> (TCK) guru B1 sebesar 60%, guru B2 60% dan guru B3 40%. Skor pada aspek <em>technological</em> <em>pedagogical</em> <em>knowledge</em> (TPK) guru B1 60%, B2 67%, dan B3 60%. Skor aspek <em>pedagogical</em> <em>conten</em> <em>knowledge</em> (PCK) guru B1 60%, guru B2 40%, dan B3 54%. Skor pengetahuan TPACK guru B1 47%, guru B2 47%, dan B3 60%.</p>

scholarly journals PENGEMBANGAN INSTRUMEN SELF ASSESSMENT TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) CALON GURU MATEMATIKA BERBASIS HOTs

2021 ◽  
Vol 6 (1) ◽  
pp. 59
Author(s):  
Ahmad Zaeni ◽  
Wardani Rahayu ◽  
Makmuri Makmuri
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Higher Order Thinking ◽  
Technological Pedagogical Content Knowledge ◽  
Thinking Skills ◽  
Higher Order ◽  
Pedagogical Knowledge ◽  
Self Assessment ◽  
Higher Order Thinking Skills ◽  
Pedagogical Content

Penelitian ini bertujuan untuk mengembangkan instrumen TPACK bermuatan kata kerja operasional Higher Order Thinking Skills (HOTs). Instrumen disusun berdasarkan tujuh domain yaitu: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPACK). Penelitian ini menggunakan metode pengembangan dengan pendekatan ADDIE. Subjek penelitian sebanyak 111 calon guru matematika di Cirebon. Penelitian ini dirancang untuk menilai TPACK calon guru matematika yang memiliki HOTs. Studi validitas menggunakan rumus Aikens. Hasil penelitian menyatakan instrumen TPACK berbasis HOTs valid dan reliabel, dengan tingkat reliabilitas sebesar 0,95. Instrumen TPACK berbasis HOTs telah layak digunakan sebagai pedoman dalam menilai TPACK calon guru matematika.

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