Journal of Science Education and Technology,
Journal Year:
2022,
Volume and Issue:
31(5), P. 570 - 582
Published: June 8, 2022
Abstract
Digital
technologies
have
the
potential
to
increase
quality
of
instruction;
however,
using
digital
does
not
necessarily
guarantee
high-quality
teaching.
Therefore,
teachers
need
specific
professional
knowledge
on
how
use
and
implement
technologies.
Moreover,
know
beliefs
about
learning
with
impact
their
Usually,
are
assessed
via
self-report
measures
in
a
subject-unspecific
isolated
manner.
The
present
study
assesses
biology-specific
(self-report
performance
assessed)
together.
Furthermore,
these
constructs
were
related
lesson
plans
honeybees
analysed.
Eighty-two
biology
teacher
students
from
an
Austrian
university
participated
study.
A
path
model
revealed
that
self-assessed
was
significant
predictor
planning
quality.
In
contrast,
performance-assessed
and–to
some
extent–beliefs
predictors
technology
integration.
Thus,
own
do
sufficiently
predict
ability
engage
integration
classroom.
Computers & Education,
Journal Year:
2024,
Volume and Issue:
217, P. 105040 - 105040
Published: March 18, 2024
Against
the
backdrop
of
digitalization,
it
is
imperative
to
provide
pre-service
teachers
with
adequate
training
opportunities
foster
their
professional
knowledge
regarding
technology
integration
in
teaching-learning
situations.
However,
date,
only
limited
insights
into
empirical
nature
such
–
often
subsumed
under
term
Technological
Pedagogical
and
Content
Knowledge
(i.e.,
TPCK)
are
possible
given
heterogeneity
prior
research
investigating
relationship
between
different
components.
This
likely
due
predominant
use
self-reports
previous
studies.
this
background,
present
study
pursued
two
goals.
The
first
goal
was
investigate
TPCK
among
teachers,
utilizing
test-based
instruments
explore
TPCK's
from
a
subject-specific
angle,
that
is,
its
(PCK)
(TK).
Given
widespread
self-reports,
study's
second
examine
self-reported
TPCK,
exploring
associated
factors
(e.g.,
teachers'
gender,
experience
teaching
technologies
school,
or
metacognitive
accuracy)
may
explain
why
both
measures
linked
weakly.
Findings
reveal
PCK
TK
statistically
predicted
similar
extent
highlighting
integrated
TPCK.
moderated
by
accuracy,
but
not
gender
experience.
Together,
these
offer
valuable
guidance
for
refining
teacher
effective
indicating
need
target
also
Computers and Education Open,
Journal Year:
2024,
Volume and Issue:
7, P. 100205 - 100205
Published: July 20, 2024
Measuring
Technological
Pedagogical
and
Content
Knowledge
(TPACK)
in
context
is
still
a
pertinent
issue,
as
previously
rather
decontextualized
self-reports
have
been
the
predominant
measure,
while
knowledge
test
instruments
are
scarce.
Self-reports
can
be
interpreted
general
measures
of
performance-related
self-beliefs.
Still,
due
to
contextualized
nature
TPACK
potential
biases,
their
use
proxies
for
actual
has
criticized.
may
especially
gender
biased
women
often
underestimate
performance
STEM
subjects.
Drawing
on
sample
N
=
161
mathematics
in-service
pre-service
teachers,
we
aim
analyze
(i)
structure
self-reported
(ii)
relationship
between
knowledge.
To
this
end,
used
instrument
that
infers
amount
separately
each
dimension
from
over
multiple
authentic
demands
teachers
encounter
teaching
secondary
school
mathematics.
The
current
study
shows
self-beliefs
separated
measured
reliably.
Although
all
show
bivariate
relations
corresponding
dimensions,
changes
PCK
TPCK
when
other
dimensions
controlled.
We
interpret
these
findings
TCK
self-belief
lesser
degree
CK
seem
calibrated
according
knowledge,
primarily
non-pedagogy-related
Lastly,
do
not
find
but
small
effect
with
lower
female
dimensions.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(1)
Published: Jan. 7, 2025
ABSTRACT
In
response
to
the
essential
need
for
digital
competences
in
education,
a
3‐year
Design‐Based
Research
project
was
conducted
prepare
pre‐service
mathematics
and
science
teachers
demands
of
teaching
age.
Over
three
design
cycles,
an
evidence‐based
course
learning
with
about
media
developed.
The
interactions
37
were
examined
using
mixed‐methods
approach.
Acceptance
surveys,
pre‐,
mid‐,
post‐surveys
reflection
journals
informed
iterative
phases
refinement.
This
article
presents
global
findings
derives
contributions
context‐specific
theories
media.
From
this,
key
implications
higher
(teacher)
education
are
discussed,
such
as
use
scaffolds
vignettes
promote
self‐efficacy
expectations
implementing
data
acquisition
SAMR
model
scaffold
planning
digitally
transformed
lessons.
Education Sciences,
Journal Year:
2023,
Volume and Issue:
13(5), P. 508 - 508
Published: May 17, 2023
This
meta-analysis
(random
effects)
studies
the
self-perceived
digital
competence
of
university
lecturers
in
teaching,
using
7470
from
Europe
and
Latin
America
collected
K
=
31
samples,
with
teaching
experience
between
6
15
years.
The
effect
size
obtained
a
moderate
random
effects
model
r
−0.21
99%
confidence
interval
is
significant,
negative,
moderate,
confirming
low
level.
meta-regression
results
show
that
area
knowledge
plays
an
important
role.
systematic
review
literature
shows
perception
ICTs
positive,
while
level
low,
there
are
institutional
training
challenges
to
be
solved.
European Physical Education Review,
Journal Year:
2023,
Volume and Issue:
30(2), P. 177 - 193
Published: Aug. 30, 2023
Teacher
educators
should
serve
as
role
models
in
terms
of
information
and
communication
technologies
(ICTs)
use
to
promote
digital
literacy
future
teachers.
To
analyze
the
association
between
modeling
by
teacher
preservice
teachers’
ICT
integration
intention
their
classrooms,
185
physical
education
(PE)
teachers
German
federal
state
Baden-Württemberg
completed
an
online
questionnaire
self-assessed
technological,
pedagogical,
content
knowledge
(TPACK)
integration.
The
results
regression
revealed
a
positive
pedagogical
(PK)
overall
intent
integrate
into
teaching.
further
indicated
that
impact
on
varies
depending
chosen
ICT.
In
this
paper,
we
discuss
implications
these
findings
for
higher
general
PE
particular.
Education and Information Technologies,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Sept. 2, 2024
Abstract
Teacher
learning
in
asynchronous
online
professional
development
(PD)
is
often
measured
by
self-reported
instruments,
despite
uncertainties
regarding
teachers’
accuracy
their
self-assessment
of
learning.
This
study
explored
whether
gains
content
knowledge
for
teaching
aligned
with
those
direct
assessments.
Through
quantitative
analyses
data
collected
from
57
middle
school
mathematics
teachers
who
participated
a
fully
PD
program,
we
found
no
significant
correlation
between
and
Additionally,
examined
the
role
use
self-regulated
(SRL)
strategies,
namely
organization,
elaboration,
monitoring,
program
conducting
linear
regression
analyses.
Our
results
indicated
that
frequently
monitored
understanding
demonstrated
greater
as
However,
none
SRL
strategies
predicted
self-assessments
program.
These
findings
raise
concerns
about
relying
solely
on
instruments
to
capture
programs,
they
emphasize
need
more
robust
accurate
outcome
measures
context.
