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Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK)

URI
https://hdl.handle.net/10497/4790
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Type
Article
Files
 TAPER-20-3-595.pdf (238.85 KB)
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.
Author
Chai, Ching Sing
•
Koh, Joyce Hwee Ling
•
Tsai, Chin-Chung
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.
Keywords
  • Pre-service teachers

  • Technological pedagog...

  • ICT

Date Issued
2011
Publisher
De La Salle University Manila
Journal
The Asia-Pacific Education Researcher
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