Staff View: Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teacher...

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Main Authors:	Joshua Caseley, Akun, Fitri Suraya, Mohamad
Format:	Article
Language:	English
Published:	Universidad de Almería 2021
Subjects:	L Education (General) LB Theory and practice of education LB1603 Secondary Education. High schools
Online Access:	http://ir.unimas.my/id/eprint/34063/1/JOSHUA%20CASELEY.pdf http://ir.unimas.my/id/eprint/34063/ http://ojs.ual.es/ojs/index.php/eea/article/view/4272
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id	my.unimas.ir.34063
record_format	eprints
spelling	my.unimas.ir.340632021-03-31T08:36:41Z http://ir.unimas.my/id/eprint/34063/ Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development Joshua Caseley, Akun Fitri Suraya, Mohamad L Education (General) LB Theory and practice of education LB1603 Secondary Education. High schools The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology. Universidad de Almería 2021-01 Article PeerReviewed text en http://ir.unimas.my/id/eprint/34063/1/JOSHUA%20CASELEY.pdf Joshua Caseley, Akun and Fitri Suraya, Mohamad (2021) Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development. Estudios de Economia Aplicada, 39 (1). pp. 1-12. ISSN 1133-3197 http://ojs.ual.es/ojs/index.php/eea/article/view/4272 10.25115/eea.v38i3(2).4272
institution	Universiti Malaysia Sarawak
building	Centre for Academic Information Services (CAIS)
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaysia Sarawak
content_source	UNIMAS Institutional Repository
url_provider	http://ir.unimas.my/
language	English
topic	L Education (General) LB Theory and practice of education LB1603 Secondary Education. High schools
spellingShingle	L Education (General) LB Theory and practice of education LB1603 Secondary Education. High schools Joshua Caseley, Akun Fitri Suraya, Mohamad Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development
description	The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.
format	Article
author	Joshua Caseley, Akun Fitri Suraya, Mohamad
author_facet	Joshua Caseley, Akun Fitri Suraya, Mohamad
author_sort	Joshua Caseley, Akun
title	Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development
title_short	Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development
title_full	Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development
title_fullStr	Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development
title_full_unstemmed	Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development
title_sort	technological pedagogical content knowledge (tpack) and the teaching of science: determiners for professional development
publisher	Universidad de Almería
publishDate	2021
url	http://ir.unimas.my/id/eprint/34063/1/JOSHUA%20CASELEY.pdf http://ir.unimas.my/id/eprint/34063/ http://ojs.ual.es/ojs/index.php/eea/article/view/4272
_version_	1696979541410447360
score	13.211869

Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

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