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Validation and Profile of Chinese Pre-Service Teachers' Technological Pedagogical Content Knowledge Scale
ARTICLE

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Asia-Pacific Journal of Teacher Education Volume 44, Number 1, ISSN 1359-866X

Abstract

Researchers state that teachers in different contexts reported different technological pedagogical content knowledge (TPACK). This phenomenon may partially be explained by cultural differences. Based on this consideration, the development and validation of the Chinese pre-service teachers' technological pedagogical content knowledge (CTPCK) scale is described in this article. The sample was split into two subsamples on random basis (n1 = 229, n2 = 207) for the purpose of conducting (1) exploratory factor analysis (EFA) and (2) confirmatory factor analysis (CFA), respectively. After the EFA, the CTPCK scale excluded six items and included eight factors with 42 items. Reliability and correlations were discussed. The findings revealed that the CTPCK scale was a valid and reliable instrument for measuring the TPACK of Chinese pre-service teachers' knowledge with or without linking educational technology.

Citation

Sang, G., Tondeur, J., Chai, C.S. & Dong, Y. (2016). Validation and Profile of Chinese Pre-Service Teachers' Technological Pedagogical Content Knowledge Scale. Asia-Pacific Journal of Teacher Education, 44(1), 49-65. Retrieved July 22, 2019 from .

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