The Influence of Gender on Beginning Teachers' Perceptions of Their Technological Pedagogical Content Knowledge (TPACK)
Australian Educational Computing Volume 28, Number 2, ISSN 1443-833X e-ISSN 1443-833X
TPACK is emerging as an influential framework for conceptualising teacher knowledge in regards to integrating ICT and is generating considerable international research interest. To date, the question of whether gender plays a role in how teachers self-assess their TPACK knowledge has not figured greatly in this research. This paper seeks to explore this possible role by using an adapted form of the Schmidt et al (2009b) instrument to survey two cohorts of beginning teachers (64 in the first cohort and 142 in the second) from Victoria, Australia. It suggests that, while both genders rate their knowledge highly, especially Content Knowledge, there are significant differences in how male and female beginning teachers rated their knowledge, with males rating their knowledge higher in both years of this study.
Jordan, K. (2013). The Influence of Gender on Beginning Teachers' Perceptions of Their Technological Pedagogical Content Knowledge (TPACK). Australian Educational Computing, 28(2), 32-50.
- Beginning Teachers
- blended learning
- educational technology
- Elementary School Teachers
- Foreign Countries
- gender differences
- Knowledge Base for Teaching
- Knowledge Level
- Pedagogical Content Knowledge
- Secondary School Teachers
- Self Evaluation (Individuals)
- teacher attitudes
- Teacher Surveys
- Technological Literacy
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113
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