A Survey to Examine Teachers' Perceptions of Design Dispositions, Lesson Design Practices, and Their Relationships with Technological Pedagogical Content Knowledge (TPACK)

Autor/inn/en	Koh, Joyce Hwee Ling; Chai, Ching Sing; Hong, Huang-Yao; Tsai, Chin-Chung
Titel	A Survey to Examine Teachers' Perceptions of Design Dispositions, Lesson Design Practices, and Their Relationships with Technological Pedagogical Content Knowledge (TPACK)
Quelle	In: Asia-Pacific Journal of Teacher Education, 43 (2015) 5, S.378-391 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.941280
Schlagwörter	Foreign Countries; Teachers; Preservice Teachers; Teacher Attitudes; Student Attitudes; Pedagogical Content Knowledge; Educational Technology; Technological Literacy; Instructional Design; Educational Practices; Teacher Surveys; Student Surveys; Measures (Individuals); Predictor Variables; Factor Analysis; Reliability; Validity; Structural Equation Models; Correlation; Teacher Educators; Singapore + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Pädagogische Kompetenz; Unterrichtsmedien; Technisches Wissen; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungspraxis; Schülerbefragung; Messdaten; Prädiktor; Faktorenanalyse; Reliabilität; Gültigkeit; Korrelation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Singapur
Abstract	This study investigates 201 Singaporean teachers' perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers' perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers' perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers' perceptions of TPACK. The results of this study show that to enhance teachers' TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers' design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers' lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01