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An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective

Vicente Chua Reyes Jr., Christine Reading, Nadya Rizk, Sue Gregory, Helen Doyle
Copyright: © 2016 |Volume: 12 |Issue: 4 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466689152|DOI: 10.4018/IJICTE.2016100101
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MLA

Reyes Jr., Vicente Chua, et al. "An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective." IJICTE vol.12, no.4 2016: pp.1-14. http://doi.org/10.4018/IJICTE.2016100101

APA

Reyes Jr., V. C., Reading, C., Rizk, N., Gregory, S., & Doyle, H. (2016). An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective. International Journal of Information and Communication Technology Education (IJICTE), 12(4), 1-14. http://doi.org/10.4018/IJICTE.2016100101

Chicago

Reyes Jr., Vicente Chua, et al. "An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective," International Journal of Information and Communication Technology Education (IJICTE) 12, no.4: 1-14. http://doi.org/10.4018/IJICTE.2016100101

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Abstract

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

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