Technological Pedagogical Content Knowledge Of Teachers Research Articles

Investigation of pre-service teachers technological pedagogical content knowledge and teaching skills for learning disabilities

The aim of this study is to examine two skills that pre-service teachers should have in terms of different variables. One of these variables is their awareness of learning disabilities and the other is TPACK skills. In this study in which these two skills were examined, relational survey model, one of the quantitative research methods, was used. 236 pre-service teachers participated in the study and TPACK skills of pre-service teachers were found to be at a good level and can be developed, while teaching skills for learning difficulties were found to be at a low level and in absolute need of improvement. It was seen that there was a significant positive relationship between TPACK skills of pre-service teachers and their teaching skills for learning disabilities.

Pre-Service Teachers' GenAI Anxiety, Technology Self-Efficacy, and TPACK: Their Structural Relations with Behavioral Intention to Design GenAI-Assisted Teaching.

Generative artificial intelligence (GenAI) has taken educational settings by storm in the past year due to its transformative ability to impact school education. It is crucial to investigate pre-service teachers' viewpoints to effectively incorporate GenAI tools into their instructional practices. Data gathered from 606 pre-service teachers were analyzed to explore the predictors of behavioral intention to design Gen AI-assisted teaching. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this research integrates multiple variables such as Technological Pedagogical Content Knowledge (TPACK), GenAI anxiety, and technology self-efficacy. Our findings revealed that GenAI anxiety, social influence, and performance expectancy significantly predicted pre-service teachers' behavioral intention to design GenAI-assisted teaching. However, effort expectancy and facilitating conditions were not statistically associated with pre-service teachers' behavioral intentions. These findings offer significant insights into the intricate relationships between predictors that influence pre-service teachers' perspectives and intentions regarding GenAI technology.

Technological Pedagogical Content Knowledge of Preservice Elementary Teachers: Relationship to Self-Regulation and Technology Integration Self-Efficacy

<p style="text-align:justify">Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship between self-regulation (SR), technology integration self-efficacy (TISE), and technological pedagogical content knowledge (TPACK) has yet to be thoroughly studied. This study investigated preservice elementary teachers and the connection between SR, TISE, and TPACK. A quantitative approach and a survey-based approach were both utilized in the research project. The research was carried out at one of Indonesia's universities, and the data collected were from 224 preservice elementary teachers in their fourth year through a questionnaire. According to the findings, preservice elementary teachers' SR, TISE, and TPACK levels were above average. Preservice elementary teachers scored the highest on planning capability (PC), monitoring and controlling skills (MC/CC), and making others use computer technologies self-efficacy (MUCTSE). In contrast, they scored the lowest on information and communication technology (ICT). Besides that, SR and TISE positively and significantly affected pre-service teacher TPACK. In light of the findings, it is of the utmost importance to enhance the competency of preservice elementary teachers in using technology to integrate learning.</p>

INVESTIGATION of CLASSROOM TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE in THE CONTEXT of MATHEMATICS TEACHING for INCLUSIVE STUDENTS

Mathematics teaching has a special place in the process of implementing successful inclusion practices (SIP) for students with special needs (SWD). However, during the process of teaching mathematics skills to SWD, various learning problems are experienced for different reasons, and inclusion cannot be fully achieved. In order to eliminate or minimize this problem situation, effective mathematics teaching should be carried out. In order to achieve this goal, it is very important to make adaptations to SWD by using technological pedagogical content knowledge (TPACK) in mathematics teaching. Based on this importance, the aim of the study is to examine the TPACK of classroom teachers regarding their implementation of SIP in the process of teaching mathematics to SWD. The research has a qualitative research paradigm. In this context, the research model was determined as a multiple-case study. The participants of the study consisted of eight classroom teachers determined by criterion sampling method. The "Semi-structured Interview Form" developed by the researchers was used as a data collection tool. In this context, the answers given by the participants to the interview questions were subjected to descriptive analysis within the framework of themes, sub-themes, and common codes created by the researchers. As a result of the analysis, it was concluded that the classroom teachers' competencies in technology and content knowledge (mathematics and special education) varied. There are some positive aspects (advantages) and negative aspects (disadvantages) of using technology in both general education and mathematics education, they include the use of technology in different aspects of the presentation and evaluation processes of mathematics teaching within the scope of SIP, and they also need additional services such as developing TPACK competencies in the mathematics teaching process, providing devices, infrastructure facilities and training for this purpose. The findings obtained from the study were discussed within the framework of the literature, and limitations and suggestions for further research were stated.

Exploring the Impact of Teachers' Technology Integration and TPACK Competencies amidst COVID-19: A Mixed-methods Study for Future Educational Preparedness in School

COVID-19 and the subsequent closure of the schools across Bhutan, to check the spread of the virus forced the Ministry of Education and Skills Development to transition to online teaching and learning. Teachers were mandated by emergency policies to teach students online through the use of technology, social media, and other social network platforms. Technology integration is influenced by both first and second-order barriers and the quality of technology integration ranges from low-quality integration to high-quality integration. Using survey data from a sample of 110 teachers and interviews with 26 teachers in five districts of Bhutan, this research attempted to identify and delineate teachers technological pedagogical content knowledge and the draw its relation to the quality of technology integration. Sequential explanatory mixed-methods design, which enables researchers to first collect quantitative data and analyze the data to draw first set of findings was used. The findings of the survey were used to guide the interviews conducted during the second phase of the research. Results indicate that teacher are neither proficient in the various dimensions of TPACK nor required too much assistance to navigate the challenges to technology integration. The interview data did not reveal high-quality technology integration in the teaching learning process. Recommendations for policy and practices are provided.

Disclosure of Biology Teacher Technological Pedagogical Content Knowledge as an Indicator of Learning Quality in Jember, Indonesia

Understanding the quality of biology learning implemented by teachers in Jember is essential to pay attention to. This study aims to identify biology teachers' technological pedagogical content knowledge (TPACK) ability profiles. The research method combines quantitative and qualitative approaches with an explanatory sequential design. At the quantitative research stage, the questionnaire method was used as the main instrument, which was then strengthened with a qualitative approach through interviews and documentation studies. Data collection was carried out through surveys and interviews. The population of this study were biology teachers in Jember, Indonesia, with a total sample of 33 biology education teachers. The survey instrument used is based on previous research conducted by Muhaimin, with a standard validity coefficient of 0.71-0.93. The survey questionnaire was distributed using google forms, with the assistance of two high school teachers and two research assistants. The results showed that the TPACK ability of high school biology teachers in Jember was still low due to a lack of access to information about technological developments and new learning media. Information about technological developments and new learning media is only obtained from university students participating in the field experience program. Therefore, teachers must be encouraged to improve their TPACK skills to provide a more effective learning process

Learning Analysis of Technological Pedagogical Content Knowledge (TPACK) of Pancasila and Civic Education Teachers of State Vocational High Schools in Pekanbaru

The background of this research is the teachers who have not fully implemented TPACK. During the implementation of TPACK in schools by teachers, many teachers are not familiar with the term TPACK, but on average they have implemented some of the indicators in TPACK. Therefore it is very necessary to examine how the teacher teaches, the use of technology when learning and others. The formulation of the problem in this study is How is Technological Pedagogical Content Knowledge (TPACK) PPKn Teachers of SMK Negeri Se-Pekanbaru. This study aims to determine the Learning Analysis of Technological Pedagogical Content Knowledge (TPACK) for PPKn Teachers at State Vocational Schools in Pekanbaru. This research is included in the quantitative research with a descriptive survey method. The population in this study were all PPKn teachers in Pekanbaru State Vocational Schools, totaling 32 people with a sample of 17 people. Based on the research results, it was found that the results of the Technological Pedagogical Content Knowledge (TPACK) Learning Analysis of PPKn Teachers at Sepekanbaru State Vocational Schools were in the "Medium" category. This can be seen from the results of the average alternative percentage value of 28.27% + 36.29% = 38.52% with an existence in the range of 33.34% - 66.67%. With these results, it can be concluded that the TPACK (Technological Pedagogical Content Knowledge) of PPKn Teachers in Pekanbaru State Vocational Schools is at the "Medium" level.

Penerapan Technological Pedagogical and Content Knowledge (TPACK) dalam Pengajaran Keterampilan Berbahasa Arab

The development of ICT (Information, communication, & technology requires teachers to innovate and align themselves with technological developments. The teacher's ability to apply technology in learning can be seen through the teacher's TPACK (Technological Pedagogical Content Knowledge). TPACK is a theoretical framework that integrates technology, pedagogic , and subject matter in learning. This article aims to examine the elements of TPACK and its application in learning Arabic. This research is a qualitative type of research through literature study. The research stages were carried out by collecting library sources, both primary and secondary. This study carried out classification data based on research formulas TPACK is very helpful in teaching Arabic skills, because technology can complement teaching and make teaching more meaningful and interactive The implementation of TPACK in teaching Arabic skills is different for each teacher, this is influenced by the teacher's ability to master the seven components of TPACK . The more optimal the Arabic language teacher is in exploring and adding to their abilities, knowledge, and insights regarding both Arabic and TPACK, the better the teaching will be

Preservice teachers’ dispositions for technology integration: common profiles in different contexts across Europe

ABSTRACT Technology integration in education has a great potential for learning, provided it is based on solid teacher knowledge and pedagogical reasoning. Teacher Technological Pedagogical Content Knowledge (TPACK) is deeply connected with non-rational factors such as beliefs and attitudes – dispositions –, together informing behaviours for technology integration. This article reports on research into preservice teachers’ TPACK and dispositions for technology integration when entering initial teacher education (ITE) courses that will likely impact their professionalisation. This is part of a wider multiple case study engaging 288 participants across three European ITE institutions. Participants’ TPACK and dispositions were investigated through a questionnaire. Findings suggest four patterns of preservice teachers’ dispositional configuration (disengaged, idealist, executive and self-sufficient) shared by the different contexts, albeit at different rates. Further research is ongoing to understand how ITE may engage the different profiles and which factors specifically may affect dispositional configurations in preservice teachers’ education.

Elevator Pitch as Project-Based Learning for Developing Taiwanese EFL Pre-service Teachers’ Technological Pedagogical Content Knowledge in Pronunciation

Elevator Pitch as Project-Based Learning for Developing Taiwanese EFL Pre-service Teachers’ Technological Pedagogical Content Knowledge in Pronunciation

The Analysis Technological Pedagogical Content Knowledge (TPACK) of Natural Science Secondary School Teachers' Based on School Accreditation

This study aims to determine the ability of natural science secondary school teachers’ to use information and communication technology to assist the learning process (Technological Knowledge), the ability of natural science secondary school teachers’ to manage classes (Pedagogical Knowledge), and the ability of natural science secondary school teachers’ to mastery learning (Content Knowledge). This research is a qualitative research with a phenomenological approach. The research subjects were a natural science teachers’ at SMP Negeri 1 Prambon who was accredited A and a natural science teachers’ at SMP Perjuangan Prambon who was accredited B. Data collection techniques in this study used documentation, observation and interviews. The data analysis phase uses the Miles and Huberman model. Test the validity of the data using technical triangulation. Based on the research results, it was revealed that the ability of natural science secondary school teachers’ in mastering information and communication technology (Technological Knowledge) is quite good. Teachers at schools accredited A and B are quite good at operating Microsoft Word, Microsoft Power Point. Teachers at schools accredited A are not good at operating Microsoft Excel, while teachers at schools accredited B are not very good at operating Microsoft Excel. The ability of secondary school natural science teachers’ at accredited A schools to manage classes (Pedagogical Knowledge) is very good, while the ability of natural science secondary school teachers’ at schools accredited B is quite good. The ability of natural science secondary school teachers’ in schools accredited A is very good in mastering the subject matter they teach (Content Knowledge), while the ability of natural science teachers in schools accredited B is quite good. In future research it is expected to be able to uncover the TPACK of science teachers based on the length of time the teacher has been teaching or the other factor.

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

Technological Pedagogical Content Knowledge (TPACK) Profile Elementary School Teachers on Geometry Materials Judging from Teaching Experience

This study aims to describe the teacher's TPACK profile on geometry material in terms of teaching experience in each TPACK component consisting of: (1) Kindergarten; (2) CK; (3) PK; (4) TPK; (5) TCK; (6) PCK; and (7) TPACK. This research was conducted at SD Negeri Sungguminasa IV, Gowa Regency using a qualitative descriptive method with data collection techniques through observation and interviews with experienced and novice teachers. The results of the study show that: (1) TK beginners and experienced teachers have the same ability to understand and utilize technology; (2) CK for beginners and experienced teachers have not mastered the geometry material well; (3) PK novice teachers and experienced teachers there are differences in the application of learning methods; (4) TPK for novice teachers and experienced teachers have the same ability to use technology in learning activities; (5) TCK beginner teachers and experienced teachers have the same ability and are good at utilizing technology to present learning materials; (6) PCK novice teachers and experienced teachers have differences in the application of learning methods, beginners use the lecture method monotonously, while experienced teachers use more varied methods; and (7) TPACK for novice teachers and experienced teachers, there are differences in the application of learning methods, such as the ability of PK and PCK.

Teacher Education Interventions on Teacher TPACK: A Meta-Analysis Study

Teacher education is an important strategy for developing teachers’ technological pedagogical content knowledge (TPACK). Many schools in the world have incorporated the training into teacher education plans. However, there has been controversy in academic circles concerning the effects of teacher education intervention in promoting the development of teacher TPACK. Therefore, this study used a meta-analysis approach to review the published literature on teacher education programs to determine the impact on TPACK. The results showed that teacher education intervention positively affected TPACK (d = 0.839, p < 0.0001). Besides cultural background, experimental participants, types, sample types, intervention durations, differences in measurement methods, intervention types, and learning environments are the reasons for the differences in the effects of the interventions. The research design using random experiments had a significant positive effect on the size, which was significantly higher than that of the quasi-experiment. The longer the duration of teaching intervention, the stronger the improvement effect of teachers’ TPACK. There are significant differences in improving TPACK between teaching interventions, and the effect is more obvious. Teacher education intervention has a greater and slightly smaller impact on theoretical and practical knowledge. However, cultural background, experimental participant, sample type, and learning environment have no significant effect on teacher education intervention.

Validity and Inter-rater Reliability of the Scoring Rubrics for the Science Teacher TPACK Test Instrument

This study examined the content validity of the scoring rubric instrument for measuring science teachers’ TPACK and the inter-rater reliability in using the instrument. This research was conducted as part of research and development which has been designed for the development of instruments for measuring teacher knowledge. The analysis carried out was a qualitative analysis based on triangulation of the three validators’ validation results and quantitative analysis for inter-rater reliability based on the Intraclass Correlation Coefficient (ICC) obtained for each question. The validation involved three science education experts from the university to assess the suitability of the scoring rubrics in the technological pedagogical content knowledge (TPACK) framework. Inter-rater reliability examining involved 100 participants who answered 15 questions on the instrument and three experienced raters to assess the participants' answers. The validation results showed that the instrument content was valid for measuring the knowledge tested and had very high inter-rater reliability coefficient for all items The validation results show that qualitatively the contents of the instrument are valid for measuring the knowledge being tested and had an average inter-rater reliability coefficient of 0.94 (very high).

PENGARUH PENGETAHUAN TEKNOLOGI PEDAGOGI KANDUNGAN DAN KOMITMEN TERHADAP MOTIVASI GURU FIZIK MELAKSANAKAN PENGAJARAN DAN PEMBELAJARAN DALAM TALIAN DI SABAH

Most educational institutions were closed as one of the measures to deal with the COVID-19 pandemic. To continue the educational process, teachers are mobilized to adapt online teaching and learning (TL) methods. However, previous studies have found that teacher motivation is affected as a result of this pandemic. Therefore, a quantitative study using the questionnaire was conducted to determine the influence of Technological Pedagogical Content Knowledge (TPACK) and commitment on the motivation of Physics teachers in Sabah in implementing TL. A total of 77 male Physics teachers and 109 female Physics teachers in Sabah were selected using a stratified random sampling method. Survey instruments with high reliability; TPACK (α=.930), teacher’s commitment (α=.872) and motivation to implement online TL (α=.750), were administered to 186 Physics teachers. Descriptive analysis using SPSS found that the level of TPACK, commitment and motivation of Physics teachers in implementing TL are at a high level. Furthermore, multiple regression analysis found that the constructs of Content Knowledge and Content Pedagogical Technology Knowledge in TPACK have a significant relationship and influence on the motivation to implement TL online. The constructs of commitment namely Commitment to School, Commitment to Teaching, and Commitment to Profession were also found to have a significant relationship and influence on the motivation to implement TL. This study is useful to stakeholders in understanding the situation of Physics teachers while carrying out essential tasks in the context of the Covid-19 pandemic, to formulate relevant policies and programs for the survival of the national education system.

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, educational curricula.

Analysis of Differences in the Levels of TPACK: Unpacking Performance Indicators in the TPACK Levels Rubric

Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, reliable, and valid instrument is difficult. Even validated instruments require guidance for consistent use that preserves the instrument fidelity. The purpose of this study is to provide guidance for using the TPACK Levels Rubric, a validated instrument that was developed on the basis of the model for the progressive levels of TPACK. The authors systematically examined the criteria of the rubric in order to understand the differences in the levels of TPACK for each rubric component, and developed lesson exemplars to create guidelines for educators using this tool in assessing the TPACK levels of teachers. The iterative instrument analysis also led to the revision of the original rubric to establish the horizontal and vertical alignments and the consistency of the rubric, for each level across four components, and for each component across five levels. The construct validity of the revised rubric was confirmed on the basis of a exploratory factor analysis of 175 mathematics lesson plans and videos of taught lessons developed by graduate special education pre-service and in-service elementary school teachers.

Replication or Reinvention: Educators’ Narratives on Teaching in Higher Education During the COVID-19 Pandemic

Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on post-secondary educators. Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning. Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students. Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and teaching seemed to have an easier transition. Implication for Theory and Practice: Higher education institutes should support educators in enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.

Replication or Reinvention: Educators’ Narratives on Teaching in Higher Education During the COVID-19 Pandemic

Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on post-secondary educators. Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning. Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students. Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and teaching seemed to have an easier transition. Implication for Theory and Practice: Higher education institutes should support educators in enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.