Entrepreneurship pedagogical content knowledge (E-PCK): A scale development study

Abstract

It is important to determine the level of pedagogical content knowledge of teachers regarding skills. The aim of this study is to establish the theoretical framework of skill-specific pedagogical content knowledge and to develop a reliable and valid scale to measure teachers' entrepreneurship pedagogical content knowledge. The draft scale form was applied to 148 teachers, and exploratory factor analysis was performed with the obtained data. As a result of the analysis, a 5-dimensional scale structure consisting of 28 items was obtained. In addition to the Cronbach Alpha internal consistency coefficient, a 27% (lower and upper groups) comparison was made using the item discrimination index calculation. In order to verify this structure, data were collected from 147 teachers, and the 5-factor scale structure was verified according to acceptable fit values with confirmatory factor analysis. It was determined that the verified 5-factor model met the convergent and discriminant validity criteria. The measurement invariance of the scale according to branches was tested, and it was seen that the same structure was measured in different groups. Cronbach's Alpha internal consistency coefficient and composite reliability values showed that sufficient reliability values were obtained for the scale. Therefore, it was concluded that the scale is a valid and reliable scale with sufficient conditions to measure teachers' entrepreneurial pedagogical content knowledge. In addition, it is thought that the developed E-PCK scale and the E-PCK theoretical framework will pioneer PCK research in other skills.

Keywords

• Pedagogical content knowledge
• Scale development
• Skill pedagogical content knowledge
• Entrepreneurship
• Teacher education

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