An Arabic assessment tool to measure Technological Pedagogical and Content Knowledge

Abstract

Issues associated with classroom technology integration have become an interest of various educational research communities worldwide. To guide research into teachers' integration of technology, several important theoretical frameworks have emerged recently, one of which is the Technological, Pedagogical and Content Knowledge (TPACK) conceptual model. However, current research on methodological assessments adopting this model has indicated a need for developing a valid and reliable Arabic assessment for assessing Arabic-speaking secondary preservice teachers' TPACK. Therefore, an Arabic survey instrument was designed and administered to 350 secondary preservice teachers who were studying in a postgraduate teachers preparation program. The instrument includes 27 items and can be gathered under 7 factors representing the conceptual framework domains. Confirmatory factor analyses provided evidence that the designed Arabic instrument is a reliable and valid assessment for determining the TPACK of secondary preservice teachers in the context of the study location. Recommendations and implications have been given for future research and practices.