Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/70596


Title: A survey to examine teachers’ perceptions of Design Dispositions, Lesson Design Practices and their relationships with Technological Pedagogical Content Knowledge (TPACK)
Authors: 洪煌堯
Joyce Hwee Ling Koh;Chai, Ching-Sing;Hong, Huang-Yao;Tsai, Chin-Chung
Contributors: 教育系
Keywords: design dispositions;design thinking;technological pedagogical content knowledge (TPACK)
Date: 2015-11
Issue Date: 2014-10-15 14:43:29 (UTC+8)
Abstract: This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology.
Relation: Asia-Pacific Journal of Teacher Education. 43(5), 378-391
Data Type: article
DOI 連結: http://dx.doi.org/10.1080/1359866X.2014.941280
Appears in Collections:[教育學系] 期刊論文

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