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Examining the Relationship between Self and External Assessment of TPACK of Pre-Service Special Education Teachers
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, , CUNY College of Staten Island, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the relationship between TPACK scores of lesson plans (external scores) developed by 150 pre-service special education teachers and TPACK scores of self-reflections (self-scores) about teaching these lessons. The TPACK Levels Rubric (Lyublinskaya & Tournaki, 2012) was used to assess both types of TPACK. Results indicated that a) both, self and external TPACK scores significantly improved, and b) there was no significant difference between external and self TPACK scores for each lesson plan. In order to examine relationships between self and external scores, the participants were divided into three groups: close-estimators (self and external scores are within one standard deviation), over- and under-estimators (self scores are respectively higher or lower than external by more than a standard deviation) Correlational analysis conducted on self and external scores of TPACK revealed significant moderate to strong positive correlation between self and external scores.

Citation

Lyublinskaya, I. & Tournaki, N. (2015). Examining the Relationship between Self and External Assessment of TPACK of Pre-Service Special Education Teachers. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3331-3337). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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