High School Students' Perceptions of English Teachers' Knowledge in Technology-Supported Class Environments

Autor/inn/en	Chuang, Hsueh-Hua; Ho, Chao-Ju; Weng, Chih-Yuan; Liu, Han-Chin
Titel	High School Students' Perceptions of English Teachers' Knowledge in Technology-Supported Class Environments
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 3, S.197-206 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chuang, Hsueh-Hua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0378-1
Schlagwörter	High School Students; Structural Equation Models; Student Attitudes; Knowledge Level; Teacher Competencies; Technological Literacy; Pedagogical Content Knowledge; Student Surveys; Language Teachers; English (Second Language); Second Language Instruction; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Wissensbasis; Lehrkunst; Technisches Wissen; Pädagogische Kompetenz; Schülerbefragung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland
Abstract	This study used a structural equation model to investigate the endogenous structure of high school students' perceptions of the knowledge possessed by English teachers who handle technology-supported classes in Taiwan. We developed a validated survey composed of four constructs, namely, subject matter knowledge (SMK, 5 items), knowledge of students' understanding (KSU, 4 items), technological knowledge (TK, 6 items), and technological pedagogical content knowledge (TPACK, 6 items). The survey was administered to 287 respondents from four target English teachers' classes at the end of the semester in January 2015. Further analysis based on the structural equation model indicates that students' perceptions of teachers' TK and KSU directly affect TPACK. SMK and KSU are indirectly related to TPACK with the association significantly mediated by TK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01