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Using Structured Interviews to Assess Experienced Teachers’ TPACK
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, College of William & Mary, United States ; , University of Nebraska at Omaha, United States ; , College of William & Mary, United States

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    • Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

    Abstract

    In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability (.870) was computed using both Intraclass Correlation and a score agreement procedure (93.6%). Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate that the rubric is robust when used to analyze experienced teachers’ descriptions of lessons or projects offered in response to the interview questions that appear in the Appendix.

    Citation

    Harris, J., Grandgenett, N. & Hofer, M. (2012). Using Structured Interviews to Assess Experienced Teachers’ TPACK. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4696-4703). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2018 from .

    © 2012 Association for the Advancement of Computing in Education (AACE)

    Keywords

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    Cited By

    1. Preparing for Infusion: Emergence of a Model for Faculty TPACK Development

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      Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 301–325

    2. Unpacking TPACK: reconsidering knowledge and context in teacher practice.

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    3. Developing Content Methods Faculty and Teacher Candidate Technological, Pedagogical, Content Knowledge through Faculty Development: Exploration of a Design-Based Approach

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      Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2976–2983

    These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

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