Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20836
Title: 
Authors: 
Keywords: 
Technological pedagogical content knowledge
Design
Teachers' beliefs
Issue Date: 
2017
Citation: 
Chai, C. S., & Koh, J. H. L. (2017). Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: Research and Practice, 3(2), 114-129. http://dx.doi.org/10.1080/23735082.2017.1360506
Abstract: 
This study investigates the change in teachers’ design beliefs and their development of technological pedagogical content knowledge (TPACK) through a courses designed with the scaffolded TPACK lesson design model. To achieve these aims, an adapted scale for teachers’ design beliefs and TPACK is created and validated. The study reveals significant changes in the teachers’ TPACK with large effect size and changes in teachers’ design beliefs with medium or small effect size. Further investigation also reveals that the teachers’ design beliefs that is constituted by the factors of Beliefs about New Culture of Learning (BNCL), Teachers as Designer (TAD) and their Design Dispositions (DD) predict their TPACK both in first and second order structural equation models. The findings may suggest that it is advisable to develop teachers’ design beliefs as teacher educators attempt to develop preservice teachers’ TPACK.
Description: 
This is the final draft, after peer-review, of a manuscript published in Learning: Research and Practice. The published version is available online at http://www.tandfonline.com/10.1080/23735082.2017.1360506
URI: 
Other Identifiers: 
10.1080/23735082.2017.1360506
Website: 
Appears in Collections:Journal Articles

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