Issue
Authors retain the copyright without restrictions for their published content in this journal. HSSR is a SHERPA ROMEO Green Journal.
Publishing License
This is an open-access article distributed under the terms of
DEVELOPING SELF-ASSESSMENT INSTRUMENT FOR MEASURING PRE-SERVICE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL VOCATIONAL KNOWLEDGE
Corresponding Author(s) : Anis Rahmawati
Humanities & Social Sciences Reviews,
Vol. 8 No. 3 (2020): May
Abstract
Purpose of the study: This study aims to develop a self-assessment instrument for measuring pre-service teachers' Technological Pedagogical Vocational Knowledge (TPVK). The developed instrument reviewed by experts and analyzed for the reliability and the internal consistency. TPVK, as the expansion of Technological Pedagogical Content Knowledge (TPACK), is the basis of effective teaching vocational knowledge with technology. TPVK’s instrument needed to assess the profile of TPVK among pre-service teachers. Assessing current TPVK’s profile among pre-service teachers is needed to formulate the appropriate efforts for the improvement in the teacher training program.
Methodology: Fifty-one survey questions were initially created based on literature and then reviewed by some experts to do the content and face validity of the instrument. The item analysis to determine the criterion of internal consistency used Pearson Product Moment regarding the data collected from two hundred and sixteen pre-service vocational teachers. The reliability of the instrument is determined by using Cronbach’s alpha coefficient.
Principal Findings: The criterion of internal consistency from each TPVK component is relatively high. The lowest mean degree was 0.736 for PK, and the highest mean degree was 0.857 in the TPK component. The Cronbach's alpha coefficient for the reliability test was 0.883 in the TK component as the lowest degree and 0.937 in the PVK component as the highest degree.
Practical Implication: The results revealed that the TPVK instrument was a valid and reliable tool for assessing pre-service vocational teacher's technology, pedagogy, and vocational knowledge, especially in Indonesia, due to the language used in this instrument.
Novelty/Originality of this study: This article based on the development study to measure Technological Pedagogical Vocational Knowledge pre-service teachers' instrument as the expansion of TPACK, whereas the content knowledge focused on vocational knowledge.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- Abbitt, J. T. (2011). Measuring Technological Pedagogical Content Knowledge in preservice teacher education. Journal of Research on Technology in Education, 43(4), 281–300. https://doi.org/10.1080 /15391523.2011.10782573 DOI: https://doi.org/10.1080/15391523.2011.10782573
- AERA, APA, & NCME. (2014). Standards for Educational and Psychological Testing. Washington DC: American Educational Research Association.
- Akyuz, D. (2018). Measuring technological pedagogical content knowledge ( TPACK ) through performance assessment. Computers & Education, 125(June), 212–225. https://doi.org/10.1016/j.compedu.2018.06.012 DOI: https://doi.org/10.1016/j.compedu.2018.06.012
- Baran, E., Chuang, H.-H., & Thompson, A. (2011). TPACK: an emerging research and development tool for teacher educators. The Turkish Online Journal of Educational Technology, 10(4), 370–377.
- Bathmaker, A. (2013). Defining ' knowledge ' in vocational education qualifications in England : an analysis of key stakeholders and their constructions of knowledge, purposes, and content. Journal of Vocational Education & Training, 65(1), 87=107. https://doi.org/10.1080/13636820.2012.755210 DOI: https://doi.org/10.1080/13636820.2012.755210
- Bilici, S. C., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers ’ technological pedagogical content knowledge ( TPACK ) through observations and lesson plans, 5143(March), 0–15. https://doi.org/10.1080/02635143.2016.1144050 DOI: https://doi.org/10.1080/02635143.2016.1144050
- Brown, N. A., Dewey, D. P., & Cox, T. L. (2014). Assessing the validity of canâ€do statements inretrospective (thenâ€now ) selfâ€assessment. Foreign Language Annals, 47(2), 261–285. https://doi.org/10.1111/flan.12082 DOI: https://doi.org/10.1111/flan.12082
- Cavanagh, R. F., & Koehler, M. J. (2013). A turn toward specifying validity criteria in the measurement of Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129–148. https://doi.org/10.1080/15391523.2013.10782616 DOI: https://doi.org/10.1080/15391523.2013.10782616
- Cengiz, C. (2014). The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, (March 2015), 37–41. https://doi.org/10.1080/1359866X.2014.932332 DOI: https://doi.org/10.1080/1359866X.2014.932332
- Chanpet, P., Chomsuwan, K., & Murphy, E. (2018). Online Project‑Based Learning and formative assessment. Technology, Knowledge and Learning, (April), 1–21. https://doi.org/10.1007/s10758-018-9363-2 DOI: https://doi.org/10.1007/s10758-018-9363-2
- Chua, H. (2012). Factors influencing the Technological Pedagogical Content Knowledge ( TPACK ) among TVET instructors in Malaysian TVET Institution. Procedia - Social and Behavioral Sciences 69, 69(Iceepsy), 1539–1547. https://doi.org/10.1016/j.sbspro.2012.12.096 DOI: https://doi.org/10.1016/j.sbspro.2012.12.096
- Chuang, H. (2016). Leveraging CRT awareness in creating web-based for pre-service teachers. Educational Technology Research and Development. https://doi.org/10.1007/s11423-016-9438-5 DOI: https://doi.org/10.1007/s11423-016-9438-5
- Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). California: Sage.
- Dağ, F. (2019). Prepare pre-service teachers to teach computer programming skills at K ‑ 12 level : experiences in a course. Journal of Computers in Education, (March), 1–37. https://doi.org/10.1007/s40692-019-00137-5 DOI: https://doi.org/10.1007/s40692-019-00137-5
- Dag, F., & Durdu, L. (2017). Pre-Service Teachers ’ Experiences and Views on Project-Based Learning Processes. International Education Studies, 10(7), 18–39. https://doi.org/10.5539/ies.v10n7p18 DOI: https://doi.org/10.5539/ies.v10n7p18
- DeVellis, R. F. (2017). Scale Development: Theory and Applications (Fourth Edi). California: SAGE.
- Dong, Y., Chai, C. S., Sang, G., Koh, J. H. L., & Tsai, C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ Technological Pedagogical Content Knowledge (TPACK) in China. Educational Technology & Society, 18(1), 158–169.
- Gable, R. K., & Wolf, M. B. (1993). Instrument Development in the Affective Domain. (G. F. Madaus & D. L. Stufflebeam, Eds.) (2nd edition). New York: Springer Science+Business Media New.
- https://doi.org/10.1007/978-94-011-1400-4 DOI: https://doi.org/10.1007/978-94-011-1400-4
- Guthrie, H., Harris, R., Simons, M., & Karmel, T. (2009). Teaching for Technical and Vocational Education and Training ( TVET ). In S. L.J. & D. A.G. (Eds.), International Handbook of Research on Teachers and Teaching (Vol 21, pp. 851–863). Boston: Springer International Handbooks of Education. https://doi.org/10.1007/978-0-387-73317-3_55 DOI: https://doi.org/10.1007/978-0-387-73317-3_55
- Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 DOI: https://doi.org/10.1080/15391523.2011.10782570
- Hidayat, A. (2019). Developing and validating a Technological Pedagogical Content Knowledge (TPACK) instrument for secondary Physics preservice teachers in Indonesia. Unnes Science Education Journal, 8(1), 31–40. Retrieved from http://journal.unnes.ac.id/sju/index.php/usej
- Hidayat, M. L., Prasetiyo, W. H., & Wantoro, J. (2019). Pre-service student teachers’ perception of using google classroom in a blended course. Humanities & Social Sciences Reviews, 7(2), 363–368. https://doi.org/10.18510/hssr.2019.7242 DOI: https://doi.org/10.18510/hssr.2019.7242
- Hwee, J., Koh, L., Chai, C. S., & Hong, H. (2014). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, June, 1–16. https://doi.org/10.1080/1359866X.2014.941280 DOI: https://doi.org/10.1080/1359866X.2014.941280
- Hwee, J., Koh, L., Sing, C., & Yong, L. (2014). TPACK-in-Action : Unpacking the contextual influences of teachers ' construction of technological pedagogical content knowledge ( TPACK ). Computers & Education, 78, 20–29. https://doi.org/10.1016/j.compedu.2014.04.022 DOI: https://doi.org/10.1016/j.compedu.2014.04.022
- Hwee, J. L. K. (2013). A rubric for assessing teachers’ lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887–900. https://doi.org/10.14742/ajet.228 DOI: https://doi.org/10.14742/ajet.228
- Jordan, M. E. (2016). Teaching as designing : Preparing pre-service teachers for adaptive teaching. Theory Into Practice, (May). https://doi.org/10.1080/00405841.2016.1176812 DOI: https://doi.org/10.1080/00405841.2016.1176812
- Kaufman, K. (2014). Information Communication Technology: Challenges & some prospects from pre-service education to the classroom. Mid-Atlantic Education Review, 2(1), 1–11. Retrieved from http://maereview.org/index.php/MAER/article/view/1/1
- Kharade, K., & Peese, H. (2014). Problem-Based Learning : a promising pathway for empowering pre-service teachers for ICT-mediated language teaching. Policy Futures in Education, 12(2), 262–272. https://doi.org/10.2304/pfie.2014.12.2.262 DOI: https://doi.org/10.2304/pfie.2014.12.2.262
- Koch, A., Heo, M., & Kush, J. (2014). Technology integration into pre-service teacher training. International Journal of Information and Communication Technology Education, 8(1), 1–14. https://doi.org/10.4018/jicte.2012010101 DOI: https://doi.org/10.4018/jicte.2012010101
- Kohler, M.J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK )? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 DOI: https://doi.org/10.1177/002205741319300303
- Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar : Integrating content, pedagogy and technology. Computers & Education, 49, 740–762. https://doi.org/10.1016/j.compedu.2005.11.012 DOI: https://doi.org/10.1016/j.compedu.2005.11.012
- Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How Do We Measure TPACK? Let Me Count the Ways. In Educational Technology, Teacher Knowledge, and Classroom Impact : A Research Handbook on Framework and Approach (pp. 16–31). United States of America: IGI Global. https://doi.org/10.4018/978-1-60960-750-0.ch002 DOI: https://doi.org/10.4018/978-1-60960-750-0.ch002
- Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers ’ technology integration expertise through the tpack-developing instructional model. Journal Educational Computing Research, 44(1), 35–58. https://doi.org/10.2190/EC.44.1.c DOI: https://doi.org/10.2190/EC.44.1.c
- Krauskopf, K., Foulger, T. S., Williams, M. K., Krauskopf, K., Foulger, T. S., & Williams, M. K. (2018). Prompting teachers ' reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument knowledge. A proof-of-concept study of the Graphic. Teacher Development, 4530, 1–21. https://doi.org/10.1080/13664530.2017.1367717 DOI: https://doi.org/10.1080/13664530.2017.1367717
- Liu, Q., Zhang, S., & Wang, Q. (2015). Surveying Chinese teachers ’ technology, pedagogy, and content knowledge. Journal of Educational Computing Research, 0(152), 1–20. https://doi.org/10.1177/0735633115585929 DOI: https://doi.org/10.1177/0735633115585929
- Makaramani, R. (2015). 21 st Century Learning Design for a Telecollaboration Project. Procedia - Social and Behavioral Sciences, 191, 622–627. https://doi.org/10.1016/j.sbspro.2015.04.567 DOI: https://doi.org/10.1016/j.sbspro.2015.04.567
- Masrifah, M., Setiawan, A., Sinaga, P., & Setiawan, W. (2018). Profile of senior high school in-service physics teachers’ technological pedagogical and content knowledge ( TPACK ). Journal of Physics: Conference Series, 1097(012025), 1–6. https://doi.org/10.1088/1742-6596/1097/1/012025 DOI: https://doi.org/10.1088/1742-6596/1097/1/012025
- Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge : A framework for teacher knowledge. Teacher College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x DOI: https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Mporananayo, N., & Ng’umbi, M. (2019). Assessment of the perception of TVET Tutors in Rwanda on their level of Technological, Pedagogical and Content Knowledge ( TPACK ): a Case of Integrated Polytechnic Regional Colleges ( IPRCs ). IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 24(6), 29–38.
- Mtebe, J. S., & Raphael, C. (2018). Eliciting In-service Teachers ’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania. Journal of Learning for Development, 5(3), 263–279. Retrieved from https://files.eric.ed.gov/fulltext/EJ1197522.pdf
- Nelson, M. (2017). The role of a mentor teacher’s TPACK in prospective preservice teachers’ intentions to integrate technology. Journal of Technology and Teacher Education, 25(4), 449–473. Retrieved from https://www.learntechlib.org/primary/p/178211/
- Porras-hernández, L. H., & Salinas-amescua, B. (2013). Strengthening TPACK: a broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal Educational Computing Research, 48(2), 223–244. https://doi.org/10.2190/EC.48.2.f DOI: https://doi.org/10.2190/EC.48.2.f
- Scherer, R., Tondeur, J., & Siddiq, F. (2017). On the quest for validity : Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1–17. https://doi.org/10.1016/j.compedu.2017.04.012 DOI: https://doi.org/10.1016/j.compedu.2017.04.012
- Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge ( TPACK ): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544 DOI: https://doi.org/10.1080/15391523.2009.10782544
- Shulman, L. S. (1986). Those who understand : knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 DOI: https://doi.org/10.3102/0013189X015002004
- Skills, P. for 21st C. (2008). 21st Century Skills, Education & Competitiveness. Tucson: Partnership for 21st Century Skills. Retrieved from www.21st century.org
- Subedi, D. (2016). Explanatory sequential mixed method design as the third research community of knowledge claim. American Journal of Educational Research, 4(7), 570–577. https://doi.org/10.12691/education-4-7-10
- Thompson, M., Owho-ovuakporie, K., Robinson, K., Jeon, Y., Slama, R., & Reich, J. (2019). Teacher Moments: A Digital Simulation for Preservice Teachers to Approximate Parent-Teacher Conversations, 2974(May). https://doi.org/10.1080/21532974.2019.1587727 DOI: https://doi.org/10.31235/osf.io/26wkf
- Tondeur, J., & Scherer, R. (2017). A comprehensive investigation of TPACK within pre-service teachers ’ ICT profiles : Mind the gap ! Australasian Journal of Educational Technology, 33(3), 46–60. https://doi.org/10.14742/ajet.3504 DOI: https://doi.org/10.14742/ajet.3504
- Tseng, J., Cheng, Y., & Yeh, H. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching : A design thinking approach. Computers & Education, 128(June 2018), 171–182. https://doi.org/10.1016/j.compedu.2018.09.022 DOI: https://doi.org/10.1016/j.compedu.2018.09.022
- Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-siegl, K. (2017). TPACK updated to measure pre-service teachers ' twenty-first-century skills. Australian Journal of Educational Technology, 33(3), 15–31. https://doi.org/10.14742/ajet.3518 DOI: https://doi.org/10.14742/ajet.3518
- Voithofer, R., Nelson, M. J., Han, G., Caines, A., & Nelson, M. J. (2019). Factors that influence TPACK adoption by teacher educators in the US. Educational Technology Research and Development, (0123456789). https://doi.org/10.1007/s11423-019-09652-9 DOI: https://doi.org/10.1007/s11423-019-09652-9
- Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & Van Braak, J. (2012). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x DOI: https://doi.org/10.1111/j.1365-2729.2012.00487.x
- Wang, Y. (2012). Education in a Changing World: Flexibility, Skills, and Employability (No. 69104) (Vol. 69104). Washington DC. https://doi.org/10.1596/27092 DOI: https://doi.org/10.1596/27092
- Wheelahan, L. (2015). Not just skills : what a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750–762. https://doi.org/10.1080/00220272.2015.1089942 DOI: https://doi.org/10.1080/00220272.2015.1089942
- Wilson, M. (2005). Constructing Measures: An Item Response Modeling Approach. (D. Riegert, Ed.). New Jersey: Lawrence Erlbaum Associates.
- Winch, C. (2010). Dimensions of Expertise: A conceptual exploration of vocational knowledge. New York: Continuum.
- Zelkowski, J., Gleason, J., & Cox, D. C. (2013). Developing and validating a reliable TPACK instrument for secondary Mathematics preservice teachers. Journal of Research on Technology in Education, 46(2), 173–206. https://doi.org/10.1080/15391523.2013.10782618 DOI: https://doi.org/10.1080/15391523.2013.10782618
References
Abbitt, J. T. (2011). Measuring Technological Pedagogical Content Knowledge in preservice teacher education. Journal of Research on Technology in Education, 43(4), 281–300. https://doi.org/10.1080 /15391523.2011.10782573 DOI: https://doi.org/10.1080/15391523.2011.10782573
AERA, APA, & NCME. (2014). Standards for Educational and Psychological Testing. Washington DC: American Educational Research Association.
Akyuz, D. (2018). Measuring technological pedagogical content knowledge ( TPACK ) through performance assessment. Computers & Education, 125(June), 212–225. https://doi.org/10.1016/j.compedu.2018.06.012 DOI: https://doi.org/10.1016/j.compedu.2018.06.012
Baran, E., Chuang, H.-H., & Thompson, A. (2011). TPACK: an emerging research and development tool for teacher educators. The Turkish Online Journal of Educational Technology, 10(4), 370–377.
Bathmaker, A. (2013). Defining ' knowledge ' in vocational education qualifications in England : an analysis of key stakeholders and their constructions of knowledge, purposes, and content. Journal of Vocational Education & Training, 65(1), 87=107. https://doi.org/10.1080/13636820.2012.755210 DOI: https://doi.org/10.1080/13636820.2012.755210
Bilici, S. C., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers ’ technological pedagogical content knowledge ( TPACK ) through observations and lesson plans, 5143(March), 0–15. https://doi.org/10.1080/02635143.2016.1144050 DOI: https://doi.org/10.1080/02635143.2016.1144050
Brown, N. A., Dewey, D. P., & Cox, T. L. (2014). Assessing the validity of canâ€do statements inretrospective (thenâ€now ) selfâ€assessment. Foreign Language Annals, 47(2), 261–285. https://doi.org/10.1111/flan.12082 DOI: https://doi.org/10.1111/flan.12082
Cavanagh, R. F., & Koehler, M. J. (2013). A turn toward specifying validity criteria in the measurement of Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129–148. https://doi.org/10.1080/15391523.2013.10782616 DOI: https://doi.org/10.1080/15391523.2013.10782616
Cengiz, C. (2014). The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, (March 2015), 37–41. https://doi.org/10.1080/1359866X.2014.932332 DOI: https://doi.org/10.1080/1359866X.2014.932332
Chanpet, P., Chomsuwan, K., & Murphy, E. (2018). Online Project‑Based Learning and formative assessment. Technology, Knowledge and Learning, (April), 1–21. https://doi.org/10.1007/s10758-018-9363-2 DOI: https://doi.org/10.1007/s10758-018-9363-2
Chua, H. (2012). Factors influencing the Technological Pedagogical Content Knowledge ( TPACK ) among TVET instructors in Malaysian TVET Institution. Procedia - Social and Behavioral Sciences 69, 69(Iceepsy), 1539–1547. https://doi.org/10.1016/j.sbspro.2012.12.096 DOI: https://doi.org/10.1016/j.sbspro.2012.12.096
Chuang, H. (2016). Leveraging CRT awareness in creating web-based for pre-service teachers. Educational Technology Research and Development. https://doi.org/10.1007/s11423-016-9438-5 DOI: https://doi.org/10.1007/s11423-016-9438-5
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). California: Sage.
Dağ, F. (2019). Prepare pre-service teachers to teach computer programming skills at K ‑ 12 level : experiences in a course. Journal of Computers in Education, (March), 1–37. https://doi.org/10.1007/s40692-019-00137-5 DOI: https://doi.org/10.1007/s40692-019-00137-5
Dag, F., & Durdu, L. (2017). Pre-Service Teachers ’ Experiences and Views on Project-Based Learning Processes. International Education Studies, 10(7), 18–39. https://doi.org/10.5539/ies.v10n7p18 DOI: https://doi.org/10.5539/ies.v10n7p18
DeVellis, R. F. (2017). Scale Development: Theory and Applications (Fourth Edi). California: SAGE.
Dong, Y., Chai, C. S., Sang, G., Koh, J. H. L., & Tsai, C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ Technological Pedagogical Content Knowledge (TPACK) in China. Educational Technology & Society, 18(1), 158–169.
Gable, R. K., & Wolf, M. B. (1993). Instrument Development in the Affective Domain. (G. F. Madaus & D. L. Stufflebeam, Eds.) (2nd edition). New York: Springer Science+Business Media New.
https://doi.org/10.1007/978-94-011-1400-4 DOI: https://doi.org/10.1007/978-94-011-1400-4
Guthrie, H., Harris, R., Simons, M., & Karmel, T. (2009). Teaching for Technical and Vocational Education and Training ( TVET ). In S. L.J. & D. A.G. (Eds.), International Handbook of Research on Teachers and Teaching (Vol 21, pp. 851–863). Boston: Springer International Handbooks of Education. https://doi.org/10.1007/978-0-387-73317-3_55 DOI: https://doi.org/10.1007/978-0-387-73317-3_55
Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 DOI: https://doi.org/10.1080/15391523.2011.10782570
Hidayat, A. (2019). Developing and validating a Technological Pedagogical Content Knowledge (TPACK) instrument for secondary Physics preservice teachers in Indonesia. Unnes Science Education Journal, 8(1), 31–40. Retrieved from http://journal.unnes.ac.id/sju/index.php/usej
Hidayat, M. L., Prasetiyo, W. H., & Wantoro, J. (2019). Pre-service student teachers’ perception of using google classroom in a blended course. Humanities & Social Sciences Reviews, 7(2), 363–368. https://doi.org/10.18510/hssr.2019.7242 DOI: https://doi.org/10.18510/hssr.2019.7242
Hwee, J., Koh, L., Chai, C. S., & Hong, H. (2014). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, June, 1–16. https://doi.org/10.1080/1359866X.2014.941280 DOI: https://doi.org/10.1080/1359866X.2014.941280
Hwee, J., Koh, L., Sing, C., & Yong, L. (2014). TPACK-in-Action : Unpacking the contextual influences of teachers ' construction of technological pedagogical content knowledge ( TPACK ). Computers & Education, 78, 20–29. https://doi.org/10.1016/j.compedu.2014.04.022 DOI: https://doi.org/10.1016/j.compedu.2014.04.022
Hwee, J. L. K. (2013). A rubric for assessing teachers’ lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887–900. https://doi.org/10.14742/ajet.228 DOI: https://doi.org/10.14742/ajet.228
Jordan, M. E. (2016). Teaching as designing : Preparing pre-service teachers for adaptive teaching. Theory Into Practice, (May). https://doi.org/10.1080/00405841.2016.1176812 DOI: https://doi.org/10.1080/00405841.2016.1176812
Kaufman, K. (2014). Information Communication Technology: Challenges & some prospects from pre-service education to the classroom. Mid-Atlantic Education Review, 2(1), 1–11. Retrieved from http://maereview.org/index.php/MAER/article/view/1/1
Kharade, K., & Peese, H. (2014). Problem-Based Learning : a promising pathway for empowering pre-service teachers for ICT-mediated language teaching. Policy Futures in Education, 12(2), 262–272. https://doi.org/10.2304/pfie.2014.12.2.262 DOI: https://doi.org/10.2304/pfie.2014.12.2.262
Koch, A., Heo, M., & Kush, J. (2014). Technology integration into pre-service teacher training. International Journal of Information and Communication Technology Education, 8(1), 1–14. https://doi.org/10.4018/jicte.2012010101 DOI: https://doi.org/10.4018/jicte.2012010101
Kohler, M.J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK )? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 DOI: https://doi.org/10.1177/002205741319300303
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar : Integrating content, pedagogy and technology. Computers & Education, 49, 740–762. https://doi.org/10.1016/j.compedu.2005.11.012 DOI: https://doi.org/10.1016/j.compedu.2005.11.012
Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How Do We Measure TPACK? Let Me Count the Ways. In Educational Technology, Teacher Knowledge, and Classroom Impact : A Research Handbook on Framework and Approach (pp. 16–31). United States of America: IGI Global. https://doi.org/10.4018/978-1-60960-750-0.ch002 DOI: https://doi.org/10.4018/978-1-60960-750-0.ch002
Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers ’ technology integration expertise through the tpack-developing instructional model. Journal Educational Computing Research, 44(1), 35–58. https://doi.org/10.2190/EC.44.1.c DOI: https://doi.org/10.2190/EC.44.1.c
Krauskopf, K., Foulger, T. S., Williams, M. K., Krauskopf, K., Foulger, T. S., & Williams, M. K. (2018). Prompting teachers ' reflection of their professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument knowledge. A proof-of-concept study of the Graphic. Teacher Development, 4530, 1–21. https://doi.org/10.1080/13664530.2017.1367717 DOI: https://doi.org/10.1080/13664530.2017.1367717
Liu, Q., Zhang, S., & Wang, Q. (2015). Surveying Chinese teachers ’ technology, pedagogy, and content knowledge. Journal of Educational Computing Research, 0(152), 1–20. https://doi.org/10.1177/0735633115585929 DOI: https://doi.org/10.1177/0735633115585929
Makaramani, R. (2015). 21 st Century Learning Design for a Telecollaboration Project. Procedia - Social and Behavioral Sciences, 191, 622–627. https://doi.org/10.1016/j.sbspro.2015.04.567 DOI: https://doi.org/10.1016/j.sbspro.2015.04.567
Masrifah, M., Setiawan, A., Sinaga, P., & Setiawan, W. (2018). Profile of senior high school in-service physics teachers’ technological pedagogical and content knowledge ( TPACK ). Journal of Physics: Conference Series, 1097(012025), 1–6. https://doi.org/10.1088/1742-6596/1097/1/012025 DOI: https://doi.org/10.1088/1742-6596/1097/1/012025
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge : A framework for teacher knowledge. Teacher College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x DOI: https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mporananayo, N., & Ng’umbi, M. (2019). Assessment of the perception of TVET Tutors in Rwanda on their level of Technological, Pedagogical and Content Knowledge ( TPACK ): a Case of Integrated Polytechnic Regional Colleges ( IPRCs ). IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 24(6), 29–38.
Mtebe, J. S., & Raphael, C. (2018). Eliciting In-service Teachers ’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania. Journal of Learning for Development, 5(3), 263–279. Retrieved from https://files.eric.ed.gov/fulltext/EJ1197522.pdf
Nelson, M. (2017). The role of a mentor teacher’s TPACK in prospective preservice teachers’ intentions to integrate technology. Journal of Technology and Teacher Education, 25(4), 449–473. Retrieved from https://www.learntechlib.org/primary/p/178211/
Porras-hernández, L. H., & Salinas-amescua, B. (2013). Strengthening TPACK: a broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal Educational Computing Research, 48(2), 223–244. https://doi.org/10.2190/EC.48.2.f DOI: https://doi.org/10.2190/EC.48.2.f
Scherer, R., Tondeur, J., & Siddiq, F. (2017). On the quest for validity : Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1–17. https://doi.org/10.1016/j.compedu.2017.04.012 DOI: https://doi.org/10.1016/j.compedu.2017.04.012
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge ( TPACK ): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544 DOI: https://doi.org/10.1080/15391523.2009.10782544
Shulman, L. S. (1986). Those who understand : knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 DOI: https://doi.org/10.3102/0013189X015002004
Skills, P. for 21st C. (2008). 21st Century Skills, Education & Competitiveness. Tucson: Partnership for 21st Century Skills. Retrieved from www.21st century.org
Subedi, D. (2016). Explanatory sequential mixed method design as the third research community of knowledge claim. American Journal of Educational Research, 4(7), 570–577. https://doi.org/10.12691/education-4-7-10
Thompson, M., Owho-ovuakporie, K., Robinson, K., Jeon, Y., Slama, R., & Reich, J. (2019). Teacher Moments: A Digital Simulation for Preservice Teachers to Approximate Parent-Teacher Conversations, 2974(May). https://doi.org/10.1080/21532974.2019.1587727 DOI: https://doi.org/10.31235/osf.io/26wkf
Tondeur, J., & Scherer, R. (2017). A comprehensive investigation of TPACK within pre-service teachers ’ ICT profiles : Mind the gap ! Australasian Journal of Educational Technology, 33(3), 46–60. https://doi.org/10.14742/ajet.3504 DOI: https://doi.org/10.14742/ajet.3504
Tseng, J., Cheng, Y., & Yeh, H. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching : A design thinking approach. Computers & Education, 128(June 2018), 171–182. https://doi.org/10.1016/j.compedu.2018.09.022 DOI: https://doi.org/10.1016/j.compedu.2018.09.022
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-siegl, K. (2017). TPACK updated to measure pre-service teachers ' twenty-first-century skills. Australian Journal of Educational Technology, 33(3), 15–31. https://doi.org/10.14742/ajet.3518 DOI: https://doi.org/10.14742/ajet.3518
Voithofer, R., Nelson, M. J., Han, G., Caines, A., & Nelson, M. J. (2019). Factors that influence TPACK adoption by teacher educators in the US. Educational Technology Research and Development, (0123456789). https://doi.org/10.1007/s11423-019-09652-9 DOI: https://doi.org/10.1007/s11423-019-09652-9
Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & Van Braak, J. (2012). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x DOI: https://doi.org/10.1111/j.1365-2729.2012.00487.x
Wang, Y. (2012). Education in a Changing World: Flexibility, Skills, and Employability (No. 69104) (Vol. 69104). Washington DC. https://doi.org/10.1596/27092 DOI: https://doi.org/10.1596/27092
Wheelahan, L. (2015). Not just skills : what a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750–762. https://doi.org/10.1080/00220272.2015.1089942 DOI: https://doi.org/10.1080/00220272.2015.1089942
Wilson, M. (2005). Constructing Measures: An Item Response Modeling Approach. (D. Riegert, Ed.). New Jersey: Lawrence Erlbaum Associates.
Winch, C. (2010). Dimensions of Expertise: A conceptual exploration of vocational knowledge. New York: Continuum.
Zelkowski, J., Gleason, J., & Cox, D. C. (2013). Developing and validating a reliable TPACK instrument for secondary Mathematics preservice teachers. Journal of Research on Technology in Education, 46(2), 173–206. https://doi.org/10.1080/15391523.2013.10782618 DOI: https://doi.org/10.1080/15391523.2013.10782618