Title

Validating and modelling technological pedagogical content knowledge framework among asian preservice teachers

Document Type

Journal article

Source Publication

Australasian Journal of Educational Technology

Publication Date

2013

Volume

29

Issue

1

First Page

41

Last Page

53

Publisher

A S C I L I T E

Keywords

Teacher education, ICT/educational technology, technological pedagogical content knowledge

Abstract

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study attempted to validate a TPCK efficacy survey by implementing it on an Asian group of 550 preservice teachers from China, Hong Kong, Singapore and Taiwan. The seven factors underlying the TPCK framework were identified which suggested the research instrument to be valid and reliable. The structural equation model proposed based on the TPCK framework supported eight out of 12 hypotheses about the relationships between TPCK constructs. The results indicate that the positive effects of the basic knowledge factors of CK, PK, and TK were indirect, occurring through the second layer of knowledge factors (TPK, TCK, and PCK). Implications for preservice teacher professional developments are discussed.

DOI

10.14742/ajet.174

E-ISSN

14495554

Publisher Statement

Copyright © 2013 Australasian Journal of Educational Technology.

Full-text Version

Publisher’s Version

Recommended Citation

Chai, C. S., Ng, E. M. W., Li, W., Hong, H.-Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41-53.