Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/116388


Title: Interrelationship between Stages of Concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachers
Authors: 陳揚學
Chen, Yang-Hsueh 
Jang, Syh-Jong
Contributors: 教育系
Keywords: Stages of Concern;TPACK;Technology integration;Professional development;Taiwan
Date: 2014-03
Issue Date: 2018-03-20 11:16:21 (UTC+8)
Abstract: Whereas teachers’ Stages of Concern (SoC) and their Technological, Pedagogical, and Content Knowledge (TPACK) appear to be related constructs, studies are scant regarding the connection between these two research areas. This study intensively examined the association between Taiwanese senior high school teachers’ SoC and TPACK through a national survey (N = 605) and canonical correlational analysis. To ensure rigor of study, we revised a TPACK instrument for Taiwanese senior high school teachers, statistically tested SoC’s developmental phases, and reworked the Stages of Concern Questionnaire. Three canonical correlations became evident, portraying a significant connection between SoC and TPACK and further supporting our hypothesis that a higher level of technology integration would correlate higher with more synthesized types of teacher knowledge. Recommendations were put forward regarding support strategies of change facilitators, as well as directions for future research.
Relation: Computers in Human Behavior, 32, 79-91
Data Type: article
DOI 連結: http://dx.doi.org/10.1016/j.chb.2013.11.011
Appears in Collections:[教育學系] 期刊論文

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