Attitude and technological pedagogical and content knowledge: The reciprocal predictors?

被引：9
作者：
Njiku, Joseph [1 ]
机构：
[1] Univ Dar Es Salaam, Dar Es Salaam Univ Coll Educ, Dar Es Salaam, Tanzania
来源：
JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2023年 / 55卷 / 06期
关键词：
Attitudes; TPACK; Technology integration; predicting attitude and TPACK; relationship between attitude and TPACK; TEACHERS ATTITUDES; UNIFIED THEORY; EFL TEACHERS; INTEGRATION; TPACK; ACCEPTANCE; UNIVERSITY; EDUCATION; MODEL; ICT;
D O I：
10.1080/15391523.2022.2089409
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Attitude toward technology integration and TPACK have been found to influence technology integration. However, little research has been dedicated to examining the relationship between them. This paper reports on a study that investigated the relationship between mathematics teachers' attitudes and TPACK for 125 participants from Dar es Salaam-Tanzania who filled out the attitude and TPACK questionnaires. The Pearson product-moment correlation and standard multiple regression were used for analysis. Attitude and TPACK were seen to have a strong positive correlation. Models involving attitude dimensions and TPACK dimensions were seen to predict TPACK and attitude respectively. Implications from this relationship are provided.
引用
收藏
页码：1020 / 1035
页数：16
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