Skip to main content
SpringerLink
Log in

Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach

  • Published:
Instructional Science Aims and scope Submit manuscript

Abstract

The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers’ information and communication technology (ICT) expertise. Despite this, very little is understood about the inter-relationships between these constructs, especially how these relationships are related to teachers’ TPACK. As a result, the theory–practice nexus of this framework remains weak. In this study, a structural equation model based on Mishra and Koehler’s TPACK framework was developed to describe the TPACK perceptions of 455 practicing teachers in Singapore. The study shows that teachers, perceived TPACK to be formulated from the direct effects of technological knowledge and pedagogical knowledge. They also perceived these knowledge sources to contribute to the development of technological pedagogical knowledge and technological content knowledge, which also contributed to their TPACK. In these teachers’ conceptions of TPACK, however, the effects of content knowledge and pedagogical content knowledge were not evident. The implications of these relationships to the design of teacher professional development in ICT are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • AACTE. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. Oxon: Routledge.

    Google Scholar 

  • Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21, 292–302.

    Article  Google Scholar 

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168.

    Article  Google Scholar 

  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: exploring the TPACK framework. Computers & Education, 55(4), 1656–1662.

    Article  Google Scholar 

  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.

    Google Scholar 

  • Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: teachers’ perspectives. Educational Administration Quarterly, 35(3), 349–378.

    Google Scholar 

  • Brush, T., Glazewski, K., Rutowski, K., Berg, K., Stromfors, C., Hernandez Van-Nest, M., et al. (2003). Integrating technology in a field-based teacher training program: the PT3@ ASU project. Educational Technology Research and Development, 51(1), 57–72.

    Article  Google Scholar 

  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology and Society, 13(4), 63–73.

    Google Scholar 

  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011a). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia Pacific Education Researcher, 20(3), 595–603.

    Google Scholar 

  • Chai, C. S., Koh, J. H. L., Tsai, C. C., & Tan, L. W. L. (2011b). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184–1193.

    Article  Google Scholar 

  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyse and depict teacher knowledge. TechTrends, 53(5), 60–69.

    Article  Google Scholar 

  • Daehler, K. R., & Shinohara, M. (2001). A complete circuit is a complete circle: exploring the potential of case materials and methods to develop teachers’ content knowledge and pedagogical content knowledge of science. Research in Science Education, 31, 267–288.

    Article  Google Scholar 

  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. New York: McGraw-Hill Companies, Inc.

    Google Scholar 

  • Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of inservice Science teachers. TechTrends, 53(5), 70–79.

    Article  Google Scholar 

  • Grandgenett, N.F. (2008). Perhaps a matter of imagination: TPCK in mathematics education. In A. C. O. I. A. Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 145–166). New York: Routledge.

  • Hair, J. F, Jr, Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). SEM: an introduction. Multivariate data analysis: a global perspective (7th ed., pp. 629–686). Pearson Education: Upper Saddle River.

    Google Scholar 

  • Handler, M. G. (1993). Preparing new teachers to use computer technology: perceptions and suggestions for teacher educators. Computers & Education, 20(2), 147–156.

    Article  Google Scholar 

  • Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River: Pearson.

    Google Scholar 

  • Kinach, B. M. (2002). A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course: toward a model of effective practice. Teaching and Teacher Education, 18, 51–71.

    Article  Google Scholar 

  • Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of computing in teacher education, 21(3), 94–102.

    Google Scholar 

  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762.

    Article  Google Scholar 

  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technology pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563–573.

    Article  Google Scholar 

  • Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-Developing Instructional Model. Journal of Educational Computing Research, 44(1), 35–58.

    Google Scholar 

  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1–21.

    Article  Google Scholar 

  • Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807–828.

    Article  Google Scholar 

  • McCrory, R. (2008). Science, technology, and teaching: the topic-specific challenges of TPCK in science. In A. C. O. I. A. Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 193–206). New York and London: Routledge.

  • McDiarmid, G. W. (1990). Challenging prospective teachers’ beliefs during an early field experience: a quixotic undertaking? Journal of Teacher Education, 41(3), 12–20.

    Article  Google Scholar 

  • Ministry of Education (2010). Education statistics digest 2010. Singapore: Ministry of Education.

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? a national survey on information technology in teacher education. Santa Monica: Milken Family Foundation.

    Google Scholar 

  • Niess, M. L. (2007). Developing teacher’s TPCK for teaching mathematics with spreadsheets. Technology and Teacher Education Annual, 18(4), 2238–2245.

    Google Scholar 

  • Özgün-Koca, S.A., Meagher, M., & Edwards, M.T. (2009/2010). Preservice teachers’ emerging TPACK in a technology-rich methods class. The Mathematics Educator, 19(2), 10–20.

    Google Scholar 

  • Papert, S. (1993). The children’s machine: rethinking school in the age of the computer (pp. 35–56; 215–225). New York: Basic Books.

  • Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50, 1084–1091.

    Google Scholar 

  • Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261–284.

    Article  Google Scholar 

  • Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–430.

    Google Scholar 

  • Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK) [electronic version]. Turkish Online Journal of Educational Technology, 10. Retrieved 28 December 2011, from http://tojet.net/articles/10110.pdf.

  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Article  Google Scholar 

  • Strudler, N. B., & Wetzel, K. (1999). Lessons from exemplary colleges of education: factors affecting technology integration in preservice programs. Educational Technology Research and Development, 47(4), 63–81.

    Article  Google Scholar 

  • Teo, Y. H., & Ting, B. H. (2010). Singapore education ICT masterplans (1997–2004). In C. S. Chai & Q. Y. Wang (Eds.), ICT for self-directed and collaborative learning (pp. 2–14). Singapore: Pearson Education South Asia Pte Ltd.

    Google Scholar 

  • Thompson, A., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38–64.

    Google Scholar 

  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(2), 231–250.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Joyce Hwee Ling Koh & Ching Sing Chai

  2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan

    Chin-Chung Tsai

Authors
  1. Joyce Hwee Ling Koh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ching Sing Chai
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Chin-Chung Tsai
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Joyce Hwee Ling Koh.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Koh, J.H.L., Chai, C.S. & Tsai, CC. Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach. Instr Sci 41, 793–809 (2013). https://doi.org/10.1007/s11251-012-9249-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11251-012-9249-y

Keywords

Search

Navigation