Developing a Performance-Based Assessment to Measure Pre-Service Secondary Teachers’ Digital Competence to Use Digital Mathematics Tools
Journal für Mathematik-Didaktik,
Год журнала:
2024,
Номер
45(2)
Опубликована: Ноя. 19, 2024
Abstract
Digital
competence
is
an
increasingly
important
component
of
teacher
competence.
So
far,
self-reports
are
a
commonly
used,
efficient,
but
potentially
problematic
assessment
method.
Standardized
and
valid
assessments
to
measure
digital
for
teachers—particularly
concrete
subject—and
proximally
performance
lacking.
To
address
this,
we
developed
performance-based
pre-service
mathematics
teachers
based
on
the
TPACK
DigCompEdu
frameworks,
both
widely
used
in
education.
The
test
focuses
related
tools
such
as
computer
algebra
systems,
dynamic
geometry,
spreadsheet
software,
where
technical-mathematical
pedagogical
competences
required.
This
report
presents
design
provides
validity
evidence
regarding
internal
structure
test,
its
sensitivity
intervention,
relation
scores
external
variables,
like
affective-motivational
aspects
or
prior
experiences
with
study
N
=
118
teachers.
First,
confirmed
two-dimensional
through
confirmatory
factor
analysis.
Second,
expectations
variables
were
partially
confirmed.
Third,
identified
intervention.
Especially
expected,
relations
between
self-assessment
results
mixed.
Our
indicate
that
suitable
measuring
teachers’
two
close
performance.
We
discuss
possible
uses
evaluate
learning
opportunities
Язык: Английский
How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics
Educational Studies in Mathematics,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 7, 2024
Abstract
Teachers
need
technological
pedagogical
content
knowledge
(TPACK)
for
teaching
with
technology,
and
its
assessment
is
crucial
research
practice.
Previous
literature
reviews
on
TPACK
were
not
specific
to
a
area
(e.g.,
mathematics),
although,
by
definition,
the
framework
includes
content-specific
facets.
Consequently,
requirements
could
differ
depending
content.
Further,
reliable
of
mathematics-specific
depends
quality
test
instruments
used,
but
there
no
consensus
type
used
in
past
studies.
This
systematic
review
adds
existing
focusing
mathematics,
investigating
study
characteristics
,
instrument
operationalizations
TPACK.
Regarding
characteristics,
findings
reveal
an
increase
number
studies
conducted
across
various
countries
worldwide.
As
researchers
frequently
self-developed
assess
TPACK,
often
without
providing
information
reliability
or
validity
measures.
operationalizations,
more
than
half
self-report
scales
followed
observations
material
analyses,
while
tests
hardly
used.
Additionally,
assessments
typically
referred
domain
mathematics
as
whole
instead
subdomains
mathematics.
The
results
raise
questions
regarding
comparability
Язык: Английский