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Autor:
Baier, Franziska; Kunter, Mareike:

Titel:
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)

Quelle:
In: Studies in Educational Evaluation, 67 (2020) , 100936

URL des Volltextes:
https://www.sciencedirect.com/science/article/abs/pii/S0191491X2030184X?via%3Dihub

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Deutschland, Lehramtsanwärter, Referendariat, Informationstechnologische Bildung, Unterricht, Unterrichtsqualität, Digitale Medien, Pädagogische Kompetenz, Wissen, Selbstbeurteilung, Bildungsforschung, Forscher, Bewertung, Testvalidität, Kompetenzmessung, Kompetenzentwicklung


Abstract(original):
As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers' technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test's internal structure. Concerning convergent and discriminant validity, the pre-service teachers' test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers' TPK through teacher education courses. (DIPF/Orig.)


DIPF-Abteilung:
Bildungsqualität und Evaluation

Notizen: