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The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
ARTICLE

, , The Ohio State University, United States

TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The purpose of this study is to examine the relations among teacher value beliefs, personal characteristics, and Technological Pedagogical Content Knowledge (TPACK) in both intervention and non-intervention settings. One-hundred and nine in-service teachers from elementary to high schools participate in this study. Our findings reveal that compared to personal characteristics, teacher value beliefs are the only variable that can significantly predict TPACK across both settings. In addition, in the non-intervention setting, the relations between personal characteristics and TPACK are also moderated by teacher value beliefs. How to foster teacher value beliefs around technology integration is discussed.

Citation

Cheng, S.L. & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 98-113. Elsevier Ltd. Retrieved June 25, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on February 20, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.04.014

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