TPACK’s Roles in Predicting Technology Integration during Teaching Practicum

Structural Equation Modeling

Bibliographic Data

ID22042425
AuthorsMuhammad Sofwan (0000-0001-6936-1267, Jambi University, corresponding author), Akhmad Habibi (0000-0001-7687-2858, Jambi University, corresponding author), Mohd Faiz Mohd Yaakob (0000-0001-8555-267X, Northern University of Malaysia)
Year2023
Volume13
Issue5
Pages448
Publication date2023-04-27
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13050448
OpenAlexW4367181628
LanguageEN
Citations received5
References cited33

The current study aims to report the role of technological pedagogical and content knowledge (TPACK) in the integration of technology by preservice teachers during teaching practicum. As this study employed a survey as its methodological approach, instruments measuring TPACK and the integration of technology during teaching practicum were developed based on prior studies and validated through content validity and a pilot study. The main data (n. 1333) were analyzed through the partial least squares structural equation model (PLS-SEM), supported by importance performance map analysis (IPMA). The study’s results were satisfactory in determining the scale’s validity and reliability. The structural model shows that all the hypothetical interactions were positively significant. The strongest relationship between the TPACK factors emerged between technological pedagogical knowledge (TPK) and TPACK. Additionally, technology integration was most significantly affected by TPACK

Developmental psychology · Machine learning · Mathematics education · Partial least squares regression · Practicum · Psychometrics · Structural equation modeling · Teaching method · Technology integration · Validity · Computer Science · Digital literacy in education · Psychology · Technology-Enhanced Education Studies

Tools

Open DOIOpen Access