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題名 Exploring the relationship between self-regulated learning and TPACK of Taiwanese secondary in-service teachers
作者 陳揚學
Chen, Yang-Hsueh
貢獻者 教育學院
關鍵詞 self-regulation; TPACK; in-service teachers; secondary education
日期 2018-04
上傳時間 12-Dec-2018 16:46:31 (UTC+8)
摘要 Although self-regulation (SR) has been regarded as an important factor of teachers’ learning and professional development, its relationship with teachers’ knowledge for teaching (Technological, Pedagogical, and Content Knowledge, TPACK) remains unclear. The purpose of this study was to explore the interrelationship between Taiwanese secondary in-service teachers’ SR and TPACK in the national context (N = 386). Descriptive analysis, Pearson’s bivariate correlation, and canonical correlational analysis were used to examine the interrelationship between the two sets of variables. Results showed that teachers scored highest on monitoring capability and controlling capability (MC/CC) but lowest on Information and Communications Technology (ICT)-related SR. Moreover, the participants scored greatest on Content Knowledge (CK) but lowest on Technology Knowledge (TK) and Technological Pedagogical Content Knowledge (TPCK). In-service teachers’ MC/CC and Reflection Capability correlated higher with CK and pedagogical content knowledge (PCK) but lower with TK and TPCK. Conversely, ICT was associated more significantly with TK and TPCK but less significantly with CK and PCK. Implications of this study were provided along with suggestions.
關聯 Journal of Educational Computing Research
資料類型 article
DOI http://dx.doi.org/10.1177/0735633118769442
dc.contributor 教育學院
dc.creator (作者) 陳揚學zh_TW
dc.creator (作者) Chen, Yang-Hsuehen_US
dc.date (日期) 2018-04
dc.date.accessioned 12-Dec-2018 16:46:31 (UTC+8)-
dc.date.available 12-Dec-2018 16:46:31 (UTC+8)-
dc.date.issued (上傳時間) 12-Dec-2018 16:46:31 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/121374-
dc.description.abstract (摘要) Although self-regulation (SR) has been regarded as an important factor of teachers’ learning and professional development, its relationship with teachers’ knowledge for teaching (Technological, Pedagogical, and Content Knowledge, TPACK) remains unclear. The purpose of this study was to explore the interrelationship between Taiwanese secondary in-service teachers’ SR and TPACK in the national context (N = 386). Descriptive analysis, Pearson’s bivariate correlation, and canonical correlational analysis were used to examine the interrelationship between the two sets of variables. Results showed that teachers scored highest on monitoring capability and controlling capability (MC/CC) but lowest on Information and Communications Technology (ICT)-related SR. Moreover, the participants scored greatest on Content Knowledge (CK) but lowest on Technology Knowledge (TK) and Technological Pedagogical Content Knowledge (TPCK). In-service teachers’ MC/CC and Reflection Capability correlated higher with CK and pedagogical content knowledge (PCK) but lower with TK and TPCK. Conversely, ICT was associated more significantly with TK and TPCK but less significantly with CK and PCK. Implications of this study were provided along with suggestions.en_US
dc.format.extent 125 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Journal of Educational Computing Research
dc.subject (關鍵詞) self-regulation; TPACK; in-service teachers; secondary education
dc.title (題名) Exploring the relationship between self-regulated learning and TPACK of Taiwanese secondary in-service teachersen_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1177/0735633118769442
dc.doi.uri (DOI) http://dx.doi.org/10.1177/0735633118769442