Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

Autor/inn/en	Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien
Titel	Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)
Quelle	In: Journal of Science Education and Technology, 22 (2013) 3, S.325-336 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9396-6
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Educational Technology; Teacher Attitudes; Teacher Surveys; Correlation; Preservice Teacher Education; Gender Differences; Age Differences; Technology Uses in Education; Structural Equation Models; Science Instruction; Science Teachers; Singapore + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Unterrichtsmedien; Lehrerverhalten; Korrelation; Lehramtsstudiengang; Lehrerausbildung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Singapur
Abstract	The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content knowledge (TPACK) addressing teachers' perceptions of the affordances of technology application in instruction. A total of 222 pre- and in-service science teachers in Singapore were surveyed. Structural equation models analysis was utilized to examine the model of TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The results confirm the seven-factor model and indicate that the science teachers' perceived TPC significantly and positively correlated with all the other TPACK factors. This paper further reveals the relationships between the science teachers' perceptions of TPACK and their demographic characteristics such as teaching experience, gender, and age. The findings indicate that female science teachers perceive higher self-confidence in pedagogical knowledge but lower self-confidence in technological knowledge than males. Further, female in-service science teachers' perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10