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

Ching Shing CHAI, Eugenia M. W. NG, Wenhao LI, Huang-Yao HONG, Joyce H. L. KOH

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

27 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)41-53
Number of pages13
JournalAustralasian Journal of Educational Technology
Volume29
Issue number1
DOIs
Publication statusPublished - 2013
Externally publishedYes

Fingerprint

teacher
knowledge
structural model
research and development
Singapore
Hong Kong
communication technology
Taiwan
information technology
educator
classroom
China
Group

Bibliographical note

Dr. Hong would like to acknowledge the support for conducting this study, in part, from grant NSC#99-2511-S-004-002-MY3.

Keywords

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

Cite this

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title = "Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers",
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.",
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Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. / CHAI, Ching Shing; NG, Eugenia M. W.; LI, Wenhao; HONG, Huang-Yao; KOH, Joyce H. L.

In: Australasian Journal of Educational Technology, Vol. 29, No. 1, 2013, p. 41-53.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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