Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK).

Autor/inn/en	Baier, Franziska; Kunter, Mareike
Titel	Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK).
Quelle	In: Studies in educational evaluation, 67 (2020) 100936, 45 S.Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.25656/01:22025 10.1016/j.stueduc.2020.100936
URN	urn:nbn:de:0111-pedocs-220253
Schlagwörter	Informationstechnologische Bildung; Wissen; Pädagogische Kompetenz; Bildungsforschung; Testvalidität; Kompetenzmessung; Selbstbeurteilung; Digitale Medien; Bewertung; Deutschland; Unterricht; Wissen; Lehramtsstudent; Bildungsforschung; Referendar; Lehramt; Lehramt; Lehramtsstudent; Referendar; Unterrichtsqualität; Unterricht; Referendariat; Bewertung; Kompetenzentwicklung; Forscher; Deutschland
Abstract	As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers' technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test's internal structure. Concerning convergent and discriminant validity, the pre-service teachers' test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers' TPK through teacher education courses. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4