Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/4790
Title: 
Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK)
Authors: 
Keywords: 
Pre-service teachers
technological pedagogical content knowledge (TPACK)
ICT
Issue Date: 
2011
Citation: 
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 595-603.
Abstract: 
In recent years, several survey instruments have been designed to measure the technological pedagogical content knowledge (TPACK) of teachers. Even though the TPACK framework was conceptualized as having seven constructs, researchers have only successfully validated the constructs of technological knowledge (TK) and content knowledge (CK). Constructs such as pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK have been found to be difficult to differentiate via factor analysis. This study explored how the contextualization of items in a TPACK to the constructivist-oriented use of!CT for self-directed and collaborative learning improved its construct validity. This survey was administered on 214 Singaporean pre-service teachers. Such an approach for designing this TPACK survey led to the successful identification of the seven theorized constructs through factor analysis. The implications on these findings on the design ofTPACK surveys are discussed.
URI: 
ISSN: 
0119-5646X
Appears in Collections:Journal Articles

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