Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
ARTICLE
Denise A. Schmidt, Evrim Baran, Ann D. Thompson, Punya Mishra, Matthew J. Koehler, Tae S. Shin
Journal of Research on Technology in Education Volume 42, Number 2, ISSN 1539-1523
Abstract
Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper describes survey development process and results from a pilot study on 124 preservice teachers. 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 18 of the survey items, the survey is a reliable and valid instrument that will help educators design longitudinal studies to assess preservice teachers' development of TPACK. (Contains 9 tables and 1 figure.)
Citation
Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. & Shin, T.S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149. Retrieved June 30, 2022 from https://www.learntechlib.org/p/108582/.

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Keywords
- Computer Uses in Education
- Data Analysis
- early childhood education
- educational technology
- elementary education
- Factor Analysis
- Longitudinal Studies
- Measurement
- Pedagogical Content Knowledge
- preservice teacher education
- preservice teachers
- Questionnaires
- student evaluation
- Surveys
- technology integration
- Test Construction
- Test Reliability
- Test Validity
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