How to Assess Mathematics Teachers’ TPACK? A Comparison Between Self-Reports and Knowledge Tests

International Journal of Science and Mathematics Education, Год журнала: 2024, Номер unknown

Опубликована: Авг. 6, 2024

Abstract Teachers need technology-related knowledge to effectively use technology in the classroom. Previous studies have often used self-reports assess such knowledge. However, it is questionable whether are valid measures for this purpose. This study investigates how mathematics teachers’ correlate with their scores a paper–pencil test regarding TPCK (technological pedagogical content knowledge), CK (content (PCK), and technological (TK). Participants were $$N = 173$$ N = 173 pre- in-service teachers. To self-reports, we adapted an existing survey from literature. We also compiled based on items instruments. increase comparability between two instruments, both self-report addressed specific topic of fractions. The four subscales instruments had sufficient reliability. correlations low or very all $$\left(r=.00-.23\right)$$ r . 00 - 23 , suggesting that captured different underlying constructs. While tests seem more suitable assessing knowledge, may be influenced strongly by participants’ personal traits as self-efficacy. Our findings raise concerns about validity professional distinct assessment recommend researchers should cautious when interpreting rely externally assessed tests.

Язык: Английский

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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

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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

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Placing TPACK in Context: Looking at the Big Picture

Computers and Education Open, Год журнала: 2024, Номер unknown, С. 100236 - 100236

Опубликована: Дек. 1, 2024

Язык: Английский

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Exploring the influence of teachers' academic rank in advancing inclination to TPACK in art education

Social Sciences & Humanities Open, Год журнала: 2024, Номер 11, С. 101252 - 101252

Опубликована: Дек. 12, 2024

Язык: Английский

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