Article2011

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

Ching Sing Chai · Joyce Hwee Ling Koh · Chin‐Chung Tsai

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Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies Education and Technology Integration

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.

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References

1986Those Who Understand: Knowledge Growth in Teaching 2020Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis 2009Technological Pedagogical Content Knowledge (TPACK)2005What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge 2005Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge 2009Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types 2008Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web 2010Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK)

Cited by

2019Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks 2013Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs 2013Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers 2014

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