Examining the relationships between in-service teachers' technology and non-technology related knowledge of TPACK

Pei Shan Tsai; Ching Sing Chai; Joyce Hwee Ling Koh; Stephen J.H. Yang

Examining the relationships between in-service teachers' technology and non-technology related knowledge of TPACK

Pei Shan Tsai, Ching Sing Chai, Joyce Hwee Ling Koh, Stephen J.H. Yang

研究成果: 會議貢獻類型 › 會議論文 › 同行評審

摘要

This study examined the relationships between Singaporean in-service teachers' technology and non-technology related knowledge aspects of technological pedagogical content knowledge (TAPCK) through second order factor analysis. The technology related knowledge aspects involved TPCK, TCK, TPK and TK, and the non-technology related knowledge aspects included the CK, PCK and PK. A survey was conducted to for 262 in-service teachers. The results revealed that teachers with better performance in applying ICT to their teaching had higher pedagogical, content, and pedagogical and content knowledge. This implies that the technology related knowledge aspect may play an important role in improving teachers' pedagogical and content knowledge for teacher professional development.

原文	???core.languages.en_GB???
頁面	258-262
頁數	5
出版狀態	已出版 - 2012
事件	20th International Conference on Computers in Education, ICCE 2012 - Singapore, Singapore 持續時間: 26 11月 2012 → 30 11月 2012

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???event.eventtypes.event.conference???	20th International Conference on Computers in Education, ICCE 2012
國家/地區	Singapore
城市	Singapore
期間	26/11/12 → 30/11/12

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title = "Examining the relationships between in-service teachers' technology and non-technology related knowledge of TPACK",

abstract = "This study examined the relationships between Singaporean in-service teachers' technology and non-technology related knowledge aspects of technological pedagogical content knowledge (TAPCK) through second order factor analysis. The technology related knowledge aspects involved TPCK, TCK, TPK and TK, and the non-technology related knowledge aspects included the CK, PCK and PK. A survey was conducted to for 262 in-service teachers. The results revealed that teachers with better performance in applying ICT to their teaching had higher pedagogical, content, and pedagogical and content knowledge. This implies that the technology related knowledge aspect may play an important role in improving teachers' pedagogical and content knowledge for teacher professional development.",

keywords = "ICT, In-service teachers, Technological pedagogical content knowledge (TPCK)",

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T1 - Examining the relationships between in-service teachers' technology and non-technology related knowledge of TPACK

AU - Tsai, Pei Shan

AU - Chai, Ching Sing

AU - Koh, Joyce Hwee Ling

AU - Yang, Stephen J.H.

PY - 2012

Y1 - 2012

N2 - This study examined the relationships between Singaporean in-service teachers' technology and non-technology related knowledge aspects of technological pedagogical content knowledge (TAPCK) through second order factor analysis. The technology related knowledge aspects involved TPCK, TCK, TPK and TK, and the non-technology related knowledge aspects included the CK, PCK and PK. A survey was conducted to for 262 in-service teachers. The results revealed that teachers with better performance in applying ICT to their teaching had higher pedagogical, content, and pedagogical and content knowledge. This implies that the technology related knowledge aspect may play an important role in improving teachers' pedagogical and content knowledge for teacher professional development.

AB - This study examined the relationships between Singaporean in-service teachers' technology and non-technology related knowledge aspects of technological pedagogical content knowledge (TAPCK) through second order factor analysis. The technology related knowledge aspects involved TPCK, TCK, TPK and TK, and the non-technology related knowledge aspects included the CK, PCK and PK. A survey was conducted to for 262 in-service teachers. The results revealed that teachers with better performance in applying ICT to their teaching had higher pedagogical, content, and pedagogical and content knowledge. This implies that the technology related knowledge aspect may play an important role in improving teachers' pedagogical and content knowledge for teacher professional development.

KW - ICT

KW - In-service teachers

KW - Technological pedagogical content knowledge (TPCK)

UR - http://www.scopus.com/inward/record.url?scp=84896344850&partnerID=8YFLogxK

M3 - 會議論文

AN - SCOPUS:84896344850

SP - 258

EP - 262

T2 - 20th International Conference on Computers in Education, ICCE 2012

Y2 - 26 November 2012 through 30 November 2012

ER -

Examining the relationships between in-service teachers' technology and non-technology related knowledge of TPACK

摘要

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