Validating and Modelling Teachers' Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education

Autor/inn/en	Chai, Ching Sing; Jong, Morris Siu-Yung; Chen, Mengyuan; Zhou, Wenye
Titel	Validating and Modelling Teachers' Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education
Quelle	In: Educational Technology & Society, 22 (2019) 3, S.61-73 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; STEM Education; Self Efficacy; Science Teachers; Mathematics Teachers; Foreign Countries; Teacher Attitudes; Technology Integration; 21st Century Skills; Teacher Competencies; Technology Education; Preservice Teachers; Interdisciplinary Approach; Predictive Validity; Teacher Characteristics; China + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; STEM; Self-efficacy; Selbstwirksamkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Ausland; Lehrerverhalten; Lehrkunst; Technisch-naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	The integrative approach of teaching Science, Technology, Engineering and Mathematics (STEM) has been advocated as a pedagogical means to advance education for the 21st century. However, there is a lack of validated instruments that are theoretically grounded to account for the various forms of knowledge that teachers need in order to effectively implement STEM education. This study adopts the technological pedagogical content knowledge (TPACK) framework to develop the Technological Pedagogical STEM Knowledge Survey to assess teachers' self-efficacies of the proposed dimensions of knowledge. It also investigates the interrelationships of the four knowledge dimensions (i.e., technological pedagogical science knowledge [TPSK], technological pedagogical mathematics knowledge [TPMK], technological pedagogical engineering knowledge [TPEK] and integrative STEM) proposed in this paper. A total of 314 science, mathematics and technology teachers from China responded to the online survey. Both exploratory and confirmatory factor analyses indicated adequate validity and reliability of the survey for measuring teachers' self-efficacies for STEM from the TPACK perspective. The structural equational model indicates that the teachers' efficacies of integrating technology into science, mathematics and engineering subject predict their efficacy of integrative STEM teaching. Moreover, teachers' TPEK is the strongest predictor of their efficacy for teaching integrative STEM. Overall, the findings support that the TPACK framework could be theoretically useful for promoting teachers' efficacies for STEM education. Practical implications were discussed in this study. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01