Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17342
Title: 
Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs
Authors: 
Keywords: 
Technological Pedagogical Content Knowledge
ICT
Chinese language
Issue Date: 
2013
Citation: 
Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researcher, 22(4), 657-666.
Abstract: 
The notion of technological pedagogical content
knowledge (TPACK) has recently emerged as a key
theoretical framework that could help explain the complexity
involved when teachers integrate ICT into classroom
teaching. While the framework has been employed in
hundreds of published studies, surveys of teachers’ TPACK
for specific subject matter, especially for language teaching,
has been rare. In addition, there is also a lack of studies
about the relationship between teachers’ TPACK and
teachers’ beliefs. This study investigates the profile of
Singaporean Chinese language teachers’ technological
pedagogical content knowledge (TPACK) and their pedagogical
beliefs. It first validated an adapted questionnaire
entitled ‘‘Technological Pedagogical Chinese Language
Knowledge’’. Based on the data collected from the questionnaire,
the findings reveal that the teachers rated themselves
as most competent in content knowledge but least
competent in TPACK. The qualitative findings provide
further support on the teachers’ self-rated profile. The
relationship between Teachers’ TPACK and how it is
related to teachers’ constructivist or traditional pedagogical
beliefs are investigated through Pearson’s correlation. The
findings suggest that teachers’ TPACK is more related to
the teachers’ constructivist pedagogical beliefs than to the
traditional beliefs. Implications of the current study in
terms of Chinese language teachers’ professional development
are discussed.
URI: 
ISSN: 
0119-5646
Other Identifiers: 
10.1007/s40299-013-0071-3
Website: 
Appears in Collections:Journal Articles

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