Exploring the TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model
Australasian Journal of Educational Technology Volume 29, Number 4, ISSN 1449-5554
Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples t-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.
Jang, S.J. & Tsai, M.F. (2013). Exploring the TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model. Australasian Journal of Educational Technology, 29(4), 566-580.
- educational technology
- Factor Analysis
- Foreign Countries
- gender differences
- Knowledge Base for Teaching
- Pedagogical Content Knowledge
- science teachers
- Secondary School Science
- Secondary School Teachers
- Teacher Competencies
- Teaching Experience
- Technology Uses in Education
Cited ByView References & Citations Map
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113
Joshua Rosenberg & Matthew Koehler, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2626–2631
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.