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題名 Interrelationship between Stages of Concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachers
作者 陳揚學
Chen, Yang-Hsueh 
Jang, Syh-Jong
貢獻者 教育系
關鍵詞 Stages of Concern ; TPACK ; Technology integration ; Professional development ; Taiwan
日期 2014-03
上傳時間 20-Mar-2018 11:16:21 (UTC+8)
摘要 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.
關聯 Computers in Human Behavior, 32, 79-91
資料類型 article
DOI http://dx.doi.org/10.1016/j.chb.2013.11.011
dc.contributor 教育系zh_Tw
dc.creator (作者) 陳揚學zh_TW
dc.creator (作者) Chen, Yang-Hsueh en_US
dc.creator (作者) Jang, Syh-Jongen_US
dc.date (日期) 2014-03
dc.date.accessioned 20-Mar-2018 11:16:21 (UTC+8)-
dc.date.available 20-Mar-2018 11:16:21 (UTC+8)-
dc.date.issued (上傳時間) 20-Mar-2018 11:16:21 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/116388-
dc.description.abstract (摘要) 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.en_US
dc.format.extent 801166 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Computers in Human Behavior, 32, 79-91
dc.subject (關鍵詞) Stages of Concern ; TPACK ; Technology integration ; Professional development ; Taiwanen_US
dc.title (題名) Interrelationship between Stages of Concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachersen_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1016/j.chb.2013.11.011
dc.doi.uri (DOI) http://dx.doi.org/10.1016/j.chb.2013.11.011