The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar

Abstract

The purpose of this study was to investigate the practice of technological pedagogical content knowledge (TPACK) of teacher educators (N=108) in three Education Colleges in Myanmar. A quantitative survey research design focusing on a set of questionnaire was used. The results showed that there were no significant differences in the TPACK-based practices of teacher educators in terms of their Education College, experience, degree, rank, department and gender. However, significant differences were unearthed in their practices of technological knowledge according to their experience and degree. Besides, by their ranks, significant differences were found in the practice of technological and content knowledge.

Keywords

• teacher educators,technological pedagogical content knowledge,education colleges

Kaynakça

1. Akturk, A. O., & Ozturk, H. S. (2019). Teachers’ TPACK levels and students’ self-efficacy as predictors of students’ academic achievement. International Journal of Research in Education and Science, 5(1), 283-294.
2. Alqurashi, E., Gokbel, E. N., & Carbonara, D. (2016). Teachers’ knowledge in content, pedagogy and technology integration: a comparative analysis between teachers in Saudi Arabia and United States. British Journal of Educational Technology, 1-13. https://doi.org/10.1111/bjet.12514
3. Angeli, C., & Valanides, N. (2015). Technological pedagogical content knowledge exploring, developing, and assessing TPCK. New York: Springer. https://doi.org/10.1007/978-1-4899-8080-9
4. Can, B., Erokten, S., & Bahtiyar, A. (2017). An investigation of pre-service science teachers’ technological pedagogical content knowledge. European Journal of Educational Research, 6(1), 51-57. https://doi.org/10.12973/eu-jer.6.1.51
5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Lawrence Erlbaum Associates.
6. Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. J. Educational Computing Research, 41(3), 319-346. https://doi.org/10.2190/EC.41.3.d
7. Dysart, S., & Weckerle, C. (2015). Professional development in higher education: A model for meaningful technology integration. Journal of Information Technology Education: Innovations in Practice, 14, 255-265. https://doi.org/10.28945/2326
8. Goradia. (2018). Role of educational technologies utilizing the TPACK framework and 21st century pedagogies: Academics’ perspectives. IAFOR Journal of Education, 6(3), 43-61. https://doi.org/10.22492/ije.6.3.03

9. Jang, S.-J., & Chang, Y. (2016). Exploring the technological pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors. Australasian Journal of Educational Technology, 32(1), 107-121. https://doi.org/10.14742/ajet.2289
10. Karaca, F. (2015). An investigation of preservice teachers’ technological pedagogical content knowledge based on a variety of characteristics. International Journal of Higher Education, 4(4), 128-136. https://doi.org/10.5430/ijhe.v4n4p128
11. Keser, H., Yılmaz, F. G. K., & Yılmaz, R. (2015). TPACK competencies and technology integration self-efficacy perceptions of pre-service teachers. Elementary Education Online, 14(4), 1193-1207. https://doi.org/10.17051/io.2015.65067
12. Kiray, S. A. (2016). Development of a TPACK self-efficacy scale for preservice science teachers. International Journal of Research in Education and Science (IJRES), 2(2), 527-741. https://doi.org/10.21890/ijres.64750
13. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
14. Kou, N. C. (2015). Action research for improving the effectiveness of technology integration in preservice teacher education. I.e.: Inquiry in Education, 6(1), 1-19.
15. Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge (2nd ed.). AW Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6091-821-6
16. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
17. Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2011). IBM SPSS for introductory statistics: use and interpretation (4th ed.). New York: Taylor and Francis Group, LLC.
18. Nordin, H., & Ariffin, T. F. T. (2016). Validation of a technological pedagogical content knowledge instrument in a Malaysian secondary school context. Malaysian Journal of Learning and Instruction, 13, 1-24. https://doi.org/10.32890/mjli2016.13.1.1
19. Özdemir, M. (2006). An examination of techno-pedagogical education competencies (TPACK) of pre-service elementary school and preschool teachers. Journal of Education and Training Studies, 4(10), 70-78. https://doi.org/10.11114/jets.v4i10.1816
20. Ozudogru, M., & Ozudogru, F. (2019). Technological pedagogical content knowledge of mathematics teachers and the effect of demographic variables. Contemporary Educational Technology, 10(1), 1-24. https://doi.org/10.30935/cet.512515
21. Padmavathi, M. (2017). Preparing teachers for technology based teaching learnign using TPACK. I-Manager’s Journal on School Educational Technology, 12(3), 1-9. https://doi.org/10.26634/jsch.12.3.10384
22. Sahin, I. (2011). Development of survey of technological pedagogical content knowledge (TPACK). The Turkish Online Journal of Educational Technology, 10(1), 97-105.
23. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
24. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411