Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles
Bibliographic Data
| ID | 21744147 |
|---|---|
| Authors | Lena von Kotzebue (0000-0001-6056-8528, University of Salzburg, corresponding author) |
| Year | 2023 |
| Volume | 55 |
| Issue | 5 |
| Pages | 765-782 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2022.2030268 |
| OpenAlex | W4293225788 |
| Language | EN |
| Citations received | 18 |
| References cited | 42 |
Until now, TPACK has mostly been measured by subject-unspecific self-report measures. In contrast, this study introduces and analyzes an objective and biology-specific performance assessment of the four T-dimensions of TPACK. This instrument was used in combination with a biology-specific self-report measure to examine 206 biology teacher students at an Austrian university. Using two test instruments to measure the same construct allows direct comparison and increases validity. Structural equation models were calculated to analyze and compare the internal structure of the four T-dimensions within the two instruments. Although different test formats were used, for which the dimensions showed moderate correlations, the data for both test formats showed a similar internal structure and support a transformative view due to lack of direct influence of technological knowledge (TK) on TPACK
Biology · Construct validity · Mathematics education · Pedagogy · Psychometrics · Statistics · Structural equation modeling · Transformative learning · Computer Science · Digital literacy in education · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Mathematics · Psychology · Artificial Intelligence · Ecology
Unraveling TPACK
Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge
Teacher competencies and digital integration into teaching practices
Linking performance-based TPACK to the quality of lesson plans and explanatory videos in teacher education
Going beyond general competencies in teachers' technological knowledge
Innovation Off the Bat
Digital Competence in University Lecturers
Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations
Learning Science at University in Times of Covid-19 Crises from the Perspective of Lecturers—An Interview Study
The role of personal and contextual factors when investigating technology integration in general and vocational education
Willed and skilled to teach mathematics with technology? Relating latent profiles of teachers’ knowledge and motivation to the availability of technology resources and the frequency of generic and subject-specific ways of using technologies
Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load
Pre-service foreign language teachers’ TPACK preparation for technology integration
Teacher Education in the Age of Digitality
Unveiling the intersection of technology and pedagogy
Information and communication technologies in physical education
What would you do? Vignettes as a lens on digital Geography teacher competences
The psychology of teaching preparedness
Technological Pedagogical Content Knowledge (TPACK)
Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)
The Icap Framework
On the quest for validity
Technological Pedagogical and Content Knowledge
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge
Revisiting technological pedagogical content knowledge
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
The Measurement of Observer Agreement for Categorical Data
Technological Pedagogical Content Knowledge
The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
The IT2 Survey
Technology-related teaching skills and attitudes
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK)
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model
Professional Development in Integrating Technology Into Teaching and Learning
Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers
Those Who Understand
| Unique citing works | 18 |
|---|---|
| Citations per year | 4,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |