A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge
A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge
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DOI：
10.1016/j.compedu.2019.103645
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发表时间：
2019-12-01
影响因子：
12
通讯作者：
Stuermer, Kathleen
中科院分区：
文献类型：
--
作者：
Lachner, Andreas;Backfisch, Iris;Stuermer, Kathleen
教师的技术教学知识（TPK）被认为是在跨内容领域教学中有效使用技术的关键先决条件。然而，之前关于TPK可得性及其与教师专业知识其他相应组成部分的关系的研究结果相对复杂，这可能是因为之前的研究主要依赖于间接测量，如教师知识的自我报告。通过应用一种新开发的基于测试的工具来评估教师的概念和情境TPK，我们调查了认知条件占TPK的可用性。在研究1 （N = 284）中，我们证明了TPK的可用性取决于教师的专业知识水平。在研究2 （N = 120）中，我们检验了TPK与其相应的知识成分（即技术知识、教学知识）的连通性。我们发现教师的TPK只与他们的教学知识有关。研究结果表明，教学专业知识是TPK的关键先决条件，它使教师能够判断技术在不同教学情境中的潜力。
Teachers' technological pedagogical knowledge (TPK) is regarded as a critical prerequisite to effectively use technology during teaching across content domains. Previous findings on the availability of TPK, and its relation to other corresponding components of teachers' professional knowledge, however, were relatively mixed, probably because previous research most exclusively relied on indirect measures, such as self-reports of teacher knowledge. By applying a newly developed test-based instrument to assess teachers' conceptual and situational TPK, we investigated the cognitive conditions accounting for the availability of TPK. In Study 1 (N = 284), we demonstrated that the availability of TPK depended on the level of teacher expertise. In Study 2 (N = 120), we examined the connectedness of TPK to its corresponding knowledge components (i.e., technological knowledge, pedagogical knowledge). We showed that teachers' TPK was only related to their pedagogical knowledge. The findings demonstrate that pedagogical expertise is a crucial prerequisite for TPK, which enables teachers to judge the potentials of technologies for varying teaching situations.