Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14934
Title: 
Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers
Authors: 
Issue Date: 
2013
Citation: 
Chai, C. S., Ng, E. M. W., Li, W., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41-53.
Abstract: 
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.
URI: 
ISSN: 
1449-5554
Other Identifiers: 
10.14742/ajet.174
Website: 
Appears in Collections:Journal Articles

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