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題名 Validating and modeling technological pedagogical content knowledge (TPCK) framework among Asian pre-service teachers
作者 洪煌堯
Hong,Huang-Yao ; Koh,Joyce H L ; Chai,Ching Shing ; Eugenia MW Ng ; Li,Wenhao
貢獻者 教育系
關鍵詞 Teacher education; ICT/educational technology; technological pedagogical content knowledge
日期 2013-03
上傳時間 4-十二月-2013 17:39:38 (UTC+8)
摘要 The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers` TPCK efficacy has yet to identify all seven factors postulated by the framework. This study attempted to validate a TPCK efficacy survey by implementing it on an Asian group of 550 preservice teachers from China, Hong Kong, Singapore and Taiwan. The seven factors underlying the TPCK framework were identified which suggested the research instrument to be valid and reliable. The structural equation model proposed based on the TPCK framework supported eight out of 12 hypotheses about the relationships between TPCK constructs. The results indicate that the positive effects of the basic knowledge factors of CK, PK, and TK were indirect, occurring through the second layer of knowledge factors (TPK, TCK, and PCK). Implications for preservice teacher professional developments are discussed.
關聯 Australasian Journal of Educational Technology, 29(1), 41-53
資料類型 article
dc.contributor 教育系en_US
dc.creator (作者) 洪煌堯zh_TW
dc.creator (作者) Hong,Huang-Yao ; Koh,Joyce H L ; Chai,Ching Shing ; Eugenia MW Ng ; Li,Wenhaoen_US
dc.date (日期) 2013-03en_US
dc.date.accessioned 4-十二月-2013 17:39:38 (UTC+8)-
dc.date.available 4-十二月-2013 17:39:38 (UTC+8)-
dc.date.issued (上傳時間) 4-十二月-2013 17:39:38 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/62127-
dc.description.abstract (摘要) The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers` TPCK efficacy has yet to identify all seven factors postulated by the framework. This study attempted to validate a TPCK efficacy survey by implementing it on an Asian group of 550 preservice teachers from China, Hong Kong, Singapore and Taiwan. The seven factors underlying the TPCK framework were identified which suggested the research instrument to be valid and reliable. The structural equation model proposed based on the TPCK framework supported eight out of 12 hypotheses about the relationships between TPCK constructs. The results indicate that the positive effects of the basic knowledge factors of CK, PK, and TK were indirect, occurring through the second layer of knowledge factors (TPK, TCK, and PCK). Implications for preservice teacher professional developments are discussed.en_US
dc.format.extent 419393 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) Australasian Journal of Educational Technology, 29(1), 41-53en_US
dc.subject (關鍵詞) Teacher education; ICT/educational technology; technological pedagogical content knowledgeen_US
dc.title (題名) Validating and modeling technological pedagogical content knowledge (TPCK) framework among Asian pre-service teachersen_US
dc.type (資料類型) articleen