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Exploring relationships among TPACK components and development of the TPACK instrument

机译：探索TPACK组件之间的关系以及TPACK仪器的开发

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Educators' interest in technological pedagogical content knowledge (TPACK) has been increasing. In parallel with implementations of TPACK-based activities taking place in different settings, efforts for assessing effectiveness of those activities and understanding the overall TPACK framework have also been under investigation. In this study, the main purpose has been placed on understanding the TPACK framework and its dynamics that contribute to effective TPACK development. More specifically, through preservice teachers' experiences we have explored the nature of relationships among the TPACK components. To do this, a TPACK instrument was developed and the data were analyzed by using multi-stage approaches. Results briefly indicated that all correlations among the components were significant. In the structural equation modeling analyses, TPK and TCK's impact were statistically powerful contributors to explaining TPACK variance. In addition, and most important, our results suggest that second-level knowledge basis (TPK, TCK, PCK) had a stronger impact than core knowledge basis on predicting TPACK development. TCK in the structural model stands out as the mediator knowledge base. Finally, indirect relationships among some of the TPACK components were found to be of considerable importance.
机译：教育者对技术教学内容知识（TPACK）的兴趣一直在增长。在不同环境下实施基于TPACK的活动的同时，也正在研究评估这些活动的有效性和理解TPACK总体框架的工作。在本研究中，主要目的在于理解TPACK框架及其动态因素，这些因素有助于有效的TPACK开发。更具体地说，通过职前教师的经验，我们探索了TPACK组件之间关系的性质。为此，开发了TPACK仪器，并使用多阶段方法分析了数据。结果简要表明，各成分之间的所有相关性均显着。在结构方程模型分析中，TPK和TCK的影响是解释TPACK方差的统计学上有力的贡献者。另外，最重要的是，我们的结果表明，第二层知识基础（TPK，TCK，PCK）在预测TPACK发展方面比核心知识基础具有更强的影响力。结构模型中的TCK作为中介者知识库非常突出。最后，发现某些TPACK组件之间的间接关系非常重要。

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