Abstract
The purpose of this study was to develop and validate the Pre-service Teacher-Technological Pedagogical Content Knowledge Survey (PT-TPACK) instrument. The PT-TPACK survey items were written to assess preservice teachers' perceptions and understanding of the Technological Pedagogical Content Knowledge construct originally proposed by Mishra and Koehler (2006). The participants for this study were preservice teachers ( n = 120) enrolled in a foundations of educational technology course at a mid-sized western university. Data analysis yielded six interpretable factors: pedagogical knowledge (PK), technological knowledge (TK), content knowledge (CK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). Technological content knowledge (TCK) was the only dimension in the TPACK construct specified a priori that did not emerge. Results from this study suggest that the PT-TPACK survey holds promise as a useful evaluation tool for assessing preservice teachers' knowledge and use of technology to increase the effectiveness of their instructional efforts.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
