An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers

被引：16

作者：

Lai, Ting-ling ^{[1
]}

Lin, Hsiao-Fang ^{[2
]}

机构：

[1] Tamkang Univ, Dept Educ Technol, New Taipei, Taiwan

[2] MingDao Univ, Grad Inst Curriculum & Instruct, Changhua, Taiwan

来源：

TECHNOLOGY PEDAGOGY AND EDUCATION | 2018年 / 27卷 / 04期

关键词：

Teacher beliefs; junior high school mathematics teachers; TPACK; values; PROFESSIONAL-DEVELOPMENT; CLASSROOM USE; TPACK; ICT; MATHEMATICS; INTEGRATION; CONSTRUCTION; FRAMEWORK; PROGRAM;

D O I：

10.1080/1475939X.2018.1496137

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to investigate the relationship among student-centred beliefs, technology value beliefs and technological pedagogical content knowledge (TPACK) in junior high school mathematics teachers. A survey was administered to 408 teachers in Taiwan. Regression analysis results showed that teachers' student-centred beliefs and technology values were significantly correlated with TPACK. MANOVA results found that teachers with high student-centred pedagogical beliefs may not have high technology values, and teachers with lower student-centred pedagogical beliefs may not have lower TPACK. Implications for professional development and suggestions regarding teachers' beliefs and TPACK are discussed.

引用

页码：445 / 458

页数：14

共 53 条

[21] A review of research on teacher beliefs and practices [J].