Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14934
Full metadata record
DC FieldValueLanguage
dc.contributor.authorChai, Ching Sing-
dc.contributor.authorNg, Eugenia M. W.-
dc.contributor.authorLi, Wenhao-
dc.contributor.authorHong, Huang-Yao-
dc.contributor.authorKoh, Joyce Hwee Ling-
dc.date.accessioned2014-01-24T08:45:43Z-
dc.date.available2014-01-24T08:45:43Z-
dc.date.issued2013-
dc.identifier.citationChai, 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. https://doi.org/10.14742/ajet.174-
dc.identifier.issn1449-5554-
dc.identifier.urihttp://hdl.handle.net/10497/14934-
dc.description.abstractThe 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
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleValidating and modelling technological pedagogical content knowledge framework among Asian preservice teachersen
dc.typeArticleen
dc.identifier.doi10.14742/ajet.174-
item.openairetypeArticle-
item.fulltextWith file-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
item.grantfulltextOpen-
Appears in Collections:Journal Articles
Files in This Item:
File Description SizeFormat 
AJET-29-1-41.pdf391.28 kBAdobe PDFThumbnail
View/Open
Show simple item record

SCOPUSTM   
Citations

47
checked on Aug 10, 2022

Page view(s) 10

207
checked on Aug 10, 2022

Download(s) 10

427
checked on Aug 10, 2022

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.