The development of an assessment instrument of Technological Pedagogical Content Knowledge (TPACK) for primary science teachers in Malaysia
DOI:
https://doi.org/10.37134/jpsmm.vol7.no1.8.2017Keywords:
TPACK, Factor Analysis, Primary science teacherAbstract
The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to addresses the need for a survey instrument designed to assess TPACK for primary science teachers in Malaysia. The paper describes survey development process and results from 220 prımary science teachers in Malaysia (Female= 106, Male= 104). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions within 7 factors about TPACK and is based on the survey instrument developed by Schmidt et al., (2009). Data analysis procedures included Cronbach’s alpha statistics on the TPACK knowledge domains and factor analysis for each domain. Results suggest that, with the modification and/or deletion of 5 of the survey items, the survey is a reliable and valid instrument that will help researchers to assess primary science teachers’ perceptions of TPACK. In future research, other variables might be included to analyze their impact on preservice science teachers’ TPACK.
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