Surveying Chinese In-Service K12 Teachers’ Technology, Pedagogy, and Content Knowledge

首页 > 成果 > 详情

认领

导出

Link by DOI

反馈

作者信息关键词期刊信息基础信息归属信息摘要

成果类型：

期刊论文

作者：

Liu, Qingtang;Zhang, Si*;Wang, Qiyun

通讯作者：

Zhang, Si

作者机构：

[Liu, Qingtang; Zhang, Si] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.

[Wang, Qiyun] Nanyang Technol Univ, Natl Inst Educ, Learning Sci & Technol Acad Grp, Singapore 639798, Singapore.

[Zhang, Si] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu St, Wuhan, Hubei, Peoples R China.

通讯机构：

[Zhang, Si] C

Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu St, Wuhan, Hubei, Peoples R China.

语种：

英文

关键词：

in-service teacher;K12;TPACK;teacher professional development

期刊：

Journal of Educational Computing Research

ISSN：

0735-6331

年：

2015

卷：

期：

页码：

55-74

DOI：

10.1177/0735633115585929

基金类别：

National Natural Science Foundation of ChinaNational Natural Science Foundation of China (NSFC) [61272205, 71433004]; Program for New Century Excellent Talents in UniversityProgram for New Century Excellent Talents in University (NCET) [NCET-13-0818]; Strategy Research Project of China [2014XX13]

机构署名：

本校为第一且通讯机构

院系归属：

教育信息技术学院

摘要：

Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study surveyed the TPACK perceptions of 2,728 Chinese in-service K12 teachers. A questionnaire adapted from Koh, Chai, and Tsai’s survey was validated by reliability and validity tests. Exploratory factor analysi...

反馈

产权有误：本人成果被他人认领

数据有误：数据基本信息有误

归属有误：成果的院系归属、机构署名归属有误

其他原因：

验证码：

看不清楚，换一个

确定

取消

成果认领

标题：

用户	作者	通讯作者	--
	请选择	请选择	--

确定

取消

Surveying Chinese In-Service K12 Teachers’ Technology, Pedagogy, and Content Knowledge

反馈

成果认领

提示

该栏目需要登录且有访问权限才可以访问