Enhancing and Modeling Teachers' Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

Autor/inn/en	Chai, Ching Sing; Hwee Ling Koh, Joyce; Teo, Yiong Hwee
Titel	Enhancing and Modeling Teachers' Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning
Quelle	In: Journal of Educational Computing Research, 57 (2019) 2, S.360-384 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117752453
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Preservice Teachers; Instructional Design; Likert Scales; Test Construction; Information Technology; Scaffolding (Teaching Technique); Preservice Teacher Education; Prediction + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Likert-Skala; Testaufbau; Informationstechnologie; Lehramtsstudiengang; Lehrerausbildung; Vorhersage
Abstract	This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection of technology, pedagogy, and content specifically for selected dimensions of 21st century learning. In addition, teachers' design beliefs were investigated with the teachers' TPACK. Given the conceptualization, a new instrument was designed and validated. An associated intervention program to enhance the preservice teachers' TPACK was designed and the pre- and post-course surveys were conducted. To unpack the relationships between teachers' design beliefs and their TPACK, structural equation models were constructed and validated. The findings indicate that the instrument possesses good construct, discriminant and convergence validity, and reliabilities. The intervention enhanced the teachers' TPACK efficacies and their design beliefs significantly, and the structural equation models indicate that the teachers' design beliefs are significant predictors of the teachers' TPACK. The implications of this study suggest that TPACK may be conceived differently and this may promote new intervention programs to foster preservice teachers' TPACK and design beliefs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01