The Development of an Instrument to Assess Preservice Teacher's Technological Pedagogical Content Knowledge
Journal of Educational Computing Research Volume 45, Number 4, ISSN 0735-6331
The purpose of this study was to develop and validate the Pre-service Teacher-Technological Pedagogical Content Knowledge Survey (PT-TPACK) instrument. The PT-TPACK survey items were written to assess preservice teachers' perceptions and understanding of the Technological Pedagogical Content Knowledge construct originally proposed by Mishra and Koehler (2006). The participants for this study were preservice teachers (n = 120) enrolled in a foundations of educational technology course at a mid-sized western university. Data analysis yielded six interpretable factors: pedagogical knowledge (PK), technological knowledge (TK), content knowledge (CK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). Technological content knowledge (TCK) was the only dimension in the TPACK construct specified a priori that did not emerge. Results from this study suggest that the PT-TPACK survey holds promise as a useful evaluation tool for assessing preservice teachers' knowledge and use of technology to increase the effectiveness of their instructional efforts. (Contains 1 figure and 2 tables.)
Lux, N.J., Bangert, A.W. & Whittier, D.B. (2011). The Development of an Instrument to Assess Preservice Teacher's Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 45(4), 415-431.
Cited ByView References & Citations Map
Multimedia Case-based Learning Sports Injury Assessment Educational Tool: Using TPACK principles to enhance athletic therapy education
Colin King & Gregory MacKinnon, Acadia University, Canada
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2469–2474
Ozkan Akman, Cemal Guven, S. Ahmet Kiray & Ismail Celik, Necmettin Erbakan University, Turkey
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3032–3039
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.