Surveying In-Service Preschool Teachers' Technological Pedagogical Content Knowledge

Autor/inn/en	Liang, Jyh-Chong; Chai, Ching Sing; Koh, Joyce Hwee Ling; Yang, Ching-Ju; Tsai, Chin-Chung
Titel	Surveying In-Service Preschool Teachers' Technological Pedagogical Content Knowledge
Quelle	In: Australasian Journal of Educational Technology, 29 (2013) 4, S.581-594 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Preschool Teachers; Educational Technology; Pedagogical Content Knowledge; Preschool Education; Factor Analysis; Correlation; Technology Integration; Technology Uses in Education; Teacher Surveys; Questionnaires; Rating Scales; Comparative Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Unterrichtsmedien; Pädagogische Kompetenz; Faktorenanalyse; Korrelation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Rating-Skala
Abstract	Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explore 366 Taiwanese in-service preschool teachers' technological pedagogical content knowledge. Exploratory factor analyses of the TPACK survey used in this study yielded six scales: Content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), a combined factor of technological pedagogical knowledge and technological content knowledge (TPTCK) and technological pedagogical content knowledge (TPCK), respectively. The exploratory factor analyses indicated adequate reliability and validity of the TPACK survey. The correlation analyses revealed that more senior preschool teachers might show a certain degree of resistance toward technology-integrated teaching environments. Further analyses also showed that the preschool teachers with higher education qualifications tended to have more knowledge of technology use and ICT integration in their teaching environment. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10