Empirical Study on the Influencing Factors of ICT-TPCK in Higher Vocational Teachers

EasyChair Preprint 1481

Abstract

Teachers’ information and communication technology (ICT) competences are crucial during the process of teaching. This paper explored the relationship of TPCK knowledge from a technical perspective, the way to define ICT-TPCK influencing factors and their relationship with the technological knowledge, technological pedagogical knowledge, technological content knowledge and technological pedagogical content knowledge (ICT-TPCK). A questionnaire adapted from Angeli, Valanides (2009) was validated by using factor analyses and regression analyses. The results revealed that TK, TCK and TPCK have a two-way relationship. The ICT-TPCK of higher vocational teachers was generally at a positive level and the level of influencing factors of ICT-TPCK in higher vocational teachers was also relatively high. Using path analysis showed that teacher training and self-efficacy had a direct impact on TK and TCK. School environment, teacher training and self-efficacy had a direct impact on TPCK. School environment and compatibility had an indirect impact on TK, TCK and TPCK.

Keyphrases: Higher vocational teachers, ICT-TPCK, Information and Communication Technology (ICT)

@booklet{EasyChair:1481,
  author    = {Yichun Zhang and Yuxi Wang},
  title     = {Empirical Study on the Influencing Factors of ICT-TPCK in Higher Vocational Teachers},
  howpublished = {EasyChair Preprint 1481},
  year      = {EasyChair, 2019}}