Investigating Technological Pedagogical Content Knowledge Competencies among Trainee Teachers in the Context of ICT Course

  • Dr. Myint Swe Khine Emirates College for Advanced Education.
  • Dr. Ernest Afari University of Bahrain
  • Dr. Nagla Ali Emirates College for Advanced Education.
Keywords: technological pedagogical content knowledge, pre-service teachers, validation, ICT course, teacher education

Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework developed over a decade ago is still valid and applicable in educational contexts when dealing with the use of technology in teaching and learning. With widespread availability of devices and prolific use of technology among students, teachers need to be conversant with various technologies that can be integrated and enhance the teaching and learning process. Most teacher education programmes equip trainee teachers with the integration of technology in the lessons and introduce them to instructional design that would align to the curriculum and make their teaching attractive and effective. It is important to establish the level of TPACK among trainee teachers and prepare them appropriately with necessary domain of knowledge to enable them to function well in future classrooms. This study was conducted with trainee teachers to determine the validity and reliability of the TPACK questionnaire and to identify trainee teachers’ perceived pathways to TPACK. Data were analysed using the maximum likelihood estimation (MLE) procedure, and the measurement model was assessed using confirmatory factor analysis (CFA). The structural model was developed and the path coefficients and their statistical significance were tested to determine the correlations between TPACK competencies.

Le modèle TPACK portant sur les connaissances technologiques, pédagogiques et de contenu, développé il y a plus de dix ans, demeure valide et applicable dans les contextes pédagogiques où l’enseignement et l’apprentissage sont appuyés par la technologie. La grande disponibilité des appareils technologiques et leur emploi généralisé par les élèves exigent que les enseignants soient à l’aise avec les technologies qui peuvent être intégrées pour améliorer l’enseignement et l’apprentissage. La plupart des programmes de formation des enseignants les prépare à intégrer la technologie dans leurs leçons et en aligner la conception pédagogique avec les programmes d’études pour augmenter l’efficacité de leur enseignement. Il est important d’établir le niveau de TPACK chez les enseignants stagiaires et de les préparer en conséquence en leur communiquant les connaissances nécessaires pour bien fonctionner dans les salles de classe de l’avenir. Cette étude s’est déroulée auprès d’enseignants stagiaires, de sorte à déterminer la validité et la fiabilité du questionnaire TPACK et pour identifier ce que les enseignants stagiaires perçoivent comme étant les moyens d’acquérir les connaissances liées au TPACK. Les données ont été analysées par la méthode d’estimation du maximum de vraisemblance et le modèle de mesure a été évalué par une analyse factorielle confirmatoire. Le modèle structurel a été élaboré, et les chemins et la signification statistique des coefficients ont été testés, de sorte à établir les corrélations entre les compétences du modèle TPACK.

Mots clés: connaissances technologiques, pédagogiques et du contenu; enseignants stagiaires; validation; cours sur les TIC; formation des enseignants

Author Biographies

Dr. Myint Swe Khine, Emirates College for Advanced Education.

Dr. Myint Swe Khine is a Professor and Program Chair of Assessment and Evaluation Centre at the Emirates College for Advanced Education in Abu Dhabi, United Arab Emirates. He earned MSc degrees from the University of Southern California, USA and University of Surrey, UK, and a doctor of education from Curtin University, Perth, Australia. He publishes widely in international referred journals and edited several books.

Dr. Ernest Afari, University of Bahrain

Dr. Ernest Afari is an Assistant Professor of Mathematics Education at the Bahrain Teachers College, University of Bahrain. He received a PhD in Mathematics Education from Curtin University, Perth, Western Australia and MSc (Mathematics) from the University of British Columbia, Vancouver, British Columbia, Canada. His research focuses on factor analysis, structural equation modeling, psychometrics and application of statistical procedures to education.

Dr. Nagla Ali, Emirates College for Advanced Education.

Dr. Nagla Ali is an Assistant Professor at the Emirates College for Advanced Education in Abu Dhabi, United Arab Emirates. She holds a PhD in Curriculum and Instruction with specialization in Educational Technology from University of Florida. She has teaching experience in the USA, Egypt and UAE. She taught a range of courses including Educational Technology, Science and Information Science courses. Her primary research areas focus on the design and development of learning and teaching technology environments, use of mobile devices in education and technology integration in education.

Published
2019-04-01
Section
ARTICLES