Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

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成果类型：

期刊论文

作者：

Zhang, Si*;Liu, Qingtang;Cai, Zhiqiang

通讯作者：

Zhang, Si

作者机构：

[Zhang, Si] Hunan First Normal Univ, Sch Informat Sci & Engn, 1015 Fenglin 3rd Rd, Changsha, Hunan, Peoples R China.

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

[Cai, Zhiqiang] Univ Memphis, Inst Intelligent Syst, Memphis, TN 38152 USA.

通讯机构：

[Zhang, Si] H

Hunan First Normal Univ, Sch Informat Sci & Engn, 1015 Fenglin 3rd Rd, Changsha, Hunan, Peoples R China.

语种：

英文

期刊：

British Journal of Educational Technology

ISSN：

0007-1013

年：

2019

卷：

期：

页码：

3437-3455

DOI：

10.1111/bjet.12751

基金类别：

This work was supported by the Hunan Provincial Natural Science Foundation of China (Grant No. 2018JJ3097). The author would like to thank the Epistemic Games for their support.

机构署名：

本校为其他机构

院系归属：

教育信息技术学院

摘要：

The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher-score and the lower-sc...

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Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

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