An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective

2016

Reyes, Vicente

Reading, Christine E

Rizk, Nadya

Gregory, Sue

Doyle, Helen

This output is also published in the form of a Book Chapter in the following location:

Reyes Jr., V., Reading, C., Rizk, N., Gregory, S., & Doyle, H. (2018). An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 1968-1983). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch093

Journal Article

en

Publication

IGI Global

United States of America

10.4018/IJICTE.2016100101

une:20064

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

link

International Journal of Information and Communication Technology Education, 12(4), p. 1-14

1550-1337

1550-1876

1

14