Analysis of Differences in the Levels of TPACK: Unpacking Performance Indicators in the TPACK Levels Rubric
Education Sciences
; 12(2):79, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1715192
ABSTRACT
Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, reliable, and valid instrument is difficult. Even validated instruments require guidance for consistent use that preserves the instrument fidelity. The purpose of this study is to provide guidance for using the TPACK Levels Rubric, a validated instrument that was developed on the basis of the model for the progressive levels of TPACK. The authors systematically examined the criteria of the rubric in order to understand the differences in the levels of TPACK for each rubric component, and developed lesson exemplars to create guidelines for educators using this tool in assessing the TPACK levels of teachers. The iterative instrument analysis also led to the revision of the original rubric to establish the horizontal and vertical alignments and the consistency of the rubric, for each level across four components, and for each component across five levels. The construct validity of the revised rubric was confirmed on the basis of a exploratory factor analysis of 175 mathematics lesson plans and videos of taught lessons developed by graduate special education pre-service and in-service elementary school teachers.
Education; assessment; cognitive demand of tasks; inquiry-based learning; instrument validity; teacher education; TPACK (technological pedagogical content knowledge); Research; Teaching; Pedagogy; Classrooms; Self evaluation; Knowledge; Interdisciplinary aspects; Mathematics education; Task analysis; Educational technology; Appropriate technology; Learning; COVID-19
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
Education Sciences
Year:
2022
Document Type:
Article
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