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The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale
Scopus
Toplam 213 atıf DOI
The purpose of this study is to develop a TPACK (technological pedagogical content knowledge) scale based on the centered component of TPACK framework in order to measure preservice teachers' TPACK. A systematic and step-by-step approach was followed for the development of the scale. The validity and reliability studies of the scale were carried out with 995 Turkish preservice teachers. The sample was split into two subsamples on random basis (n1 = 498, n2 = 497). The first sample was used for Exploratory Factor Analysis (EFA) and the second sample for Confirmatory Factor Analysis (CFA). After the EFA, the TPACK-deep scale included 33 items and had four factors. These factors were design, exertion, ethics and proficiency. The Cronbach's alpha coefficient for the whole scale was found to be.95, whereas the values of Cronbach's alpha coefficient for individual factors of the scale ranged between.85 and.92. The CFA was conducted within the scope of the validity study of the scale. In this way, this structure of the 4-factor scale was confirmed. In addition, the test-retest reliability coefficient of the scale was calculated as.80. The findings revealed that the TPACK-deep scale was a valid and reliable instrument for measuring TPACK. Consequently, various suggestions were put forward regarding the use the TPACK-deep scale for applied research and for future studies. © 2011 Published by Elsevier Ltd. All rights reserved.
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Primary school preservice teachers' technolgical pedagogical content knowledge competency in terms of gender and ICT use phase
Scopus
Havuzumuzda Open Access 4 atıf almış
The purpose of the present study was to examine primary school preservice teachers' self-efficacy in technological pedagogical content knowledge (TPACK) in terms of gender and ICT use phases. For this purpose, the TPACK-Deep scale was applied to total of 276 senior preservice teachers from different universities. At the end of the study, it was found out that the preservice teachers had advanced levels of TPACK efficacy and that efficacy was not important except for the proficiency factor of gender. The TPACK changes of the preservice teachers were examined according to these phases. ICT use phases were found to be a direct predictor of TPACK, and ICT use phases were suggested to be taken into consideration while developing TPACK education models.
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Kurumlar (1)
Necmettin Erbakan Üniversitesi
Meram, Turkey