When knowing is believing: A multi‐trait analysis of self‐reported TPCK.
Abstract: In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self‐reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of the...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 482 - 492 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131662424&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131662424 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2018 vid: 34 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 131662424 131662424 131662424 10.1111/jcal.12253 131662424 ppf: 482 ppct: 10 formats: tig: atl: When knowing is believing: A multi‐trait analysis of self‐reported TPCK. aug: au: Krauskopf, K. Forssell, K. affil: University of Potsdam, Germany sug: subj: Knowledge Evaluation Teachers Germany Information Technology Teachers United States Instrument Validation Human Germany United States Multiple Regression Validity Female Male Questionnaires Motion Pictures Construct Validity Validation Studies Psychological Tests Female Male ab: Abstract: In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self‐reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of these assessments by analysing the internal relationships of the knowledge domains, but little attention has been paid to how SR TPCK relates to external criteria. We tackled this question of discriminant validity by reanalysing 2 data sets. We used correlation and multiple regression analyses to explore whether conceptually related constructs explain any variance in participants' SR TPCK. In Study 1, we applied this strategy to German pre‐service teachers using technology use, attitudinal variables, and objective measures of teachers' knowledge of technology and pedagogy as external criteria. In Study 2, we examined measures of technology knowledge, experience, and pro‐technology beliefs for in‐service teachers in the United States. Across both studies, a sizeable amount of the variance in SR TPCK is explained by teachers' prior technology use and pro‐technology attitudes. In contrast, fact‐based tests of technology and pedagogy are distinct from SR TPCK. We discuss implications for these findings and argue that researchers should gather complementary measures in concert. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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