• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Educational Assessment, Evaluation and Accountability >Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation
【24h】

Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation

机译：通过ICT课程评估了解新加坡职前教师的ICT课程经验与技术教学内容知识（TPACK）之间的关系

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed.
机译：教师教育机构开设信息和通信技术（ICT）课程，以准备职前教师（或初始教师教育候选人），以使用适当的ICT工具支持其教学实践。基于职前教师对课程经验的认识而进行的ICT课程评估仅限于表明在整个课程中获得的ICT集成知识或技术教学内容知识（TPACK）教师的种类。研究发现，职前教师的ICT课程经验会影响他们整合ICT的意图，但如果更好地理解其对TPACK感知的影响，则可以向教师教育机构介绍ICT课程的设计。这项研究描述了ICT课程评估工具的设计和验证，该工具检查了职前教师对ICT课程体验和TPACK的看法。对从869名新加坡职前教师应届毕业生中收集的调查结果进行了分层回归分析，这些教师在其教师培训计划中接受了ICT必修课。这些职前教师正准备在新加坡的小学，中学和大专院校（或17-19岁的大专院校）教授不同的学科领域。回归模型表明，职前教师对TPACK的感知首先受到他们对课程经验的感知的影响，这些经验支持诸如技术知识和技术教学知识等中间TPACK知识成分的发展。讨论了信息通信技术课程评估调查设计的方法学意义以及调查结果在改进信息通信技术课程课程中的实际应用。

著录项

相似文献

  • 外文文献
  • 中文文献
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号