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

  • Ching Shing Chai Nanyang Technological University
  • Eugenia MW Ng The Hong Kong Institute of Education
  • Wenhao Li Central China Normal University, Wuhan
  • Huang-Yao Hong National Chengchi University
  • Joyce H L Koh Nanyang Technological University
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.

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Author Biographies

Ching Shing Chai, Nanyang Technological University
Associate Professor, Learning Sciences and Technologies Academic Group
Eugenia MW Ng, The Hong Kong Institute of Education

Dr. Ng Mee Wah Eugenia is an Associate Professor (Mathematics and Information Technology Department) of the Hong Kong Institute of Education (HKIEd). She has had over eighty articles published in conference proceedings, journals, newspapers and as book chapters in the area of IT in education or information system. She is the editor of the book entitled Comparative blended learning practices and environments and Dynamic Advancements in Teaching and Learning Based Technologies – New Concepts, editor-in-Chief of International Journal of Web-based Learning and Teaching Technologies, a member of the editorial board of a number of international referred journals.

Huang-Yao Hong, National Chengchi University
Associate Professor, Department of Education
Joyce H L Koh, Nanyang Technological University
Assistant Professor, Learning Sciences and Technologies Academic Group
Published
2013-02-28
How to Cite
Chai, C. S., Ng, E. M., 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). https://doi.org/10.14742/ajet.174