Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/129308


Title: TPACK in Special Education Schools for SVI: A Comparative Study between Taiwanese and Chinese in-service Teachers
Authors: 陳揚學
Chen, Yang-Hsueh
Jang, S. J.
Huang, K. Y
Contributors: 教育學院
Keywords: Comparative study; in-service teachers; special education; students with visual impairments; TPACK
Date: 2019-05
Issue Date: 2020-04-20 14:44:14 (UTC+8)
Abstract: While Technological, Pedagogical, and Content Knowledge (TPACK) has been studied in many domains, its application in special education remains limited. This study examined the TPACK of in-service teachers at special education schools for students with visual impairments (SVI, N = 415) and further compared the TPACK of Taiwanese and Chinese teachers. Based on both Taiwanese and Chinese samples, we revised and validated a TPACK survey for teachers in special education schools for SVI. Results showed that special education schools for SVI teachers knew content knowledge and teaching strategies better, however, they were less knowledgeable about technological tool applications. Furthermore, Chinese teachers scored higher than Taiwanese teachers in terms of integrated knowledge (TCK/TPACK) and content knowledge and teaching strategies (CKS). Implications were put forward regarding school leadership, peer sharing, and interactions between Taiwanese and Chinese special education in-service teachers.
Relation: International Journal of Disability, Development and Education,
Data Type: article
DOI 連結: https://doi.org/10.1080/1034912X.2020.1717450
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