An Investigation of Early Childhood Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Taiwan

dc.creator	Hsueh-Hua CHUANG
dc.creator	Chao-Ju HO
dc.date	2011-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:18:54Z
dc.date.available	2015-07-20T22:18:54Z
dc.identifier	1302-5007
dc.identifier	https://doaj.org/article/bf60fe5d599944e387b36da1d88bf516
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19563
dc.description	This study aimed to investigate technological pedagogical content knowledge (TPACK) of early childhood teachers in Taiwan. Quantitative Data was collected from a sample of 335 in-service early childhood teachers in Taiwan. The instrument was translated and adapted from Schmidt et al. (2009) TPACK survey instrument with added items to fit the early educational context in Taiwan. Data analysis methods included descriptive statistics, Pearson correlation, and MANOVA. Findings from the study were summarized as follows: (a) The development of early childhood teachers‘ pedagogical knowledge (PK), content knowledge (CK) and pedagogical content knowledge (PCK) were the best among the seven knowledge sub domains in TPACK.(b)The number of years of teaching experience was significantly positively correlated with early childhood teachers‘ pedagogical knowledge (PK), content knowledge (CK) and pedagogical content knowledge (PCK). Besides, early childhood teachers with over ten years of teaching experience had better self-assessed pedagogical knowledge (PK), content knowledge (CK) and pedagogical content knowledge (PCK) than those teachers with less than ten years of teaching experience. (c) A significant positive correlation was found between pedagogical knowledge (PK), and pedagogical content knowledge (PCK) and age; however, a significant negative correlation existed with technology knowledge (TK) and age. Older early childhood teachers‘ self-assessed pedagogical knowledge (PK) was better than younger teachers while the young early childhood teachers had a better self-assessed technology knowledge (TK) (d) Early childhood teachers with a frequency of using information technology above 20 hours a week had better self-assessed technology knowledge (TK) and technological content knowledge (TCK) than those with a frequency under 5 hours a week Recommendations were also provided based on the findings from this study.
dc.language	Turkish
dc.publisher	Ahi Evran University
dc.relation	http://kefad.ahievran.edu.tr/archieve/pdfler/Cilt12Sayi2/JKEF_12_2_2011_99-117.pdf
dc.relation	https://doaj.org/toc/1302-5007
dc.source	Journal of Kirsehir Education Faculty, Vol 12, Iss 2, Pp 99-117 (2011)
dc.subject	Teacher education
dc.subject	Early childhood teachers
dc.subject	Technological pedagogical content knowledge (TPACK)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	An Investigation of Early Childhood Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Taiwan
dc.type	article