High School Students’ Perceptions of English Teachers’ Knowledge in Technology-Supported Class Environments

Abstract

This study used a structural equation model to investigate the endogenous structure of high school students’ perceptions of the knowledge possessed by English teachers who handle technology-supported classes in Taiwan. We developed a validated survey composed of four constructs, namely, subject matter knowledge (SMK, 5 items), knowledge of students’ understanding (KSU, 4 items), technological knowledge (TK, 6 items), and technological pedagogical content knowledge (TPACK, 6 items). The survey was administered to 287 respondents from four target English teachers’ classes at the end of the semester in January 2015. Further analysis based on the structural equation model indicates that students’ perceptions of teachers’ TK and KSU directly affect TPACK. SMK and KSU are indirectly related to TPACK with the association significantly mediated by TK.