{"title":"坦桑尼亚生物专业本科职前教师技术教学内容知识的人口变量分析","authors":"Jamal Jumanne Athuman","doi":"10.37500/ijessr.2023.6108","DOIUrl":null,"url":null,"abstract":"This study was designed to examine Techno-pedagogical Content Knowledge of Preservice Undergraduate Preservice Teachers based on their demographic Variables in Tanzania. Basically, the study investigated perceptions Sokoine University of Agriculture teacher students on their knowledge with regards to the integration of ICT in their instructional practices. Descriptive, comparative and correlational analyzes were carried out using SPSS version 23. The non-probabilistic sample consisted of 404 Preservice Undergraduate Preservice Teachers from the Sokoine University of Agriculture in Tanzania. A recently constructed TPACK tool by Paidican (2019) was used as a data collection instrument. The results show that preservice teachers had higher levels of pedagogical and content knowledge compared to technology knowledge. Female prospective teachers showed higher levels of knowledge in the Technological Knowledge, Pedagogical Knowledge and Content Knowledge subscales. In addition, a positive correlation between the variables studied was confirmed. The analysis of the results showed that the prospective teachers appear to believe that they have a good level of knowledge with regards to the TPACK domains, i.e., content, pedagogy and technology. However, most teachers perceived themselves as not able to integrate their TPACK knowledge in order to design and implement meaningful ICT-based interventions in their classroom. Statistically significant differences were also recorded in relation to teachers’ factors, i.e., sex, years in the University and their subjects in education.","PeriodicalId":162035,"journal":{"name":"International Journal of Education and Social Science Research","volume":"34 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"TECHNO-PEDAGOGICAL CONTENT KNOWLEDGE OF UNDERGRADUATE PRESERVICE TEACHERS MAJORING IN BIOLOGY BASED ON THEIR DEMOGRAPHIC VARIABLES IN TANZANIA\",\"authors\":\"Jamal Jumanne Athuman\",\"doi\":\"10.37500/ijessr.2023.6108\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study was designed to examine Techno-pedagogical Content Knowledge of Preservice Undergraduate Preservice Teachers based on their demographic Variables in Tanzania. Basically, the study investigated perceptions Sokoine University of Agriculture teacher students on their knowledge with regards to the integration of ICT in their instructional practices. Descriptive, comparative and correlational analyzes were carried out using SPSS version 23. The non-probabilistic sample consisted of 404 Preservice Undergraduate Preservice Teachers from the Sokoine University of Agriculture in Tanzania. A recently constructed TPACK tool by Paidican (2019) was used as a data collection instrument. The results show that preservice teachers had higher levels of pedagogical and content knowledge compared to technology knowledge. Female prospective teachers showed higher levels of knowledge in the Technological Knowledge, Pedagogical Knowledge and Content Knowledge subscales. In addition, a positive correlation between the variables studied was confirmed. The analysis of the results showed that the prospective teachers appear to believe that they have a good level of knowledge with regards to the TPACK domains, i.e., content, pedagogy and technology. However, most teachers perceived themselves as not able to integrate their TPACK knowledge in order to design and implement meaningful ICT-based interventions in their classroom. Statistically significant differences were also recorded in relation to teachers’ factors, i.e., sex, years in the University and their subjects in education.\",\"PeriodicalId\":162035,\"journal\":{\"name\":\"International Journal of Education and Social Science Research\",\"volume\":\"34 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Education and Social Science Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.37500/ijessr.2023.6108\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Education and Social Science Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37500/ijessr.2023.6108","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本研究以坦桑尼亚职前本科职前教师的人口学变量为基础,探讨职前教师的技术教学内容知识。基本上,这项研究调查了索科因农业大学的教师学生对他们在教学实践中整合ICT知识的看法。采用SPSS version 23进行描述性、比较性和相关性分析。非概率样本包括来自坦桑尼亚Sokoine农业大学的404名职前本科职前教师。使用Paidican(2019)最近构建的TPACK工具作为数据收集工具。结果表明,职前教师的教学知识和内容知识水平高于技术知识水平。女性准教师在“技术知识”、“教学知识”和“内容知识”三个分量表上的知识水平较高。此外,所研究的变量之间存在正相关关系。对结果的分析表明,未来的教师似乎相信他们在TPACK领域(即内容,教学法和技术)方面拥有良好的知识水平。然而,大多数教师认为自己无法整合他们的TPACK知识,以便在课堂上设计和实施有意义的基于ict的干预措施。根据教师的因素,即性别、在大学的年数和他们的教育科目,也记录了统计上显著的差异。
TECHNO-PEDAGOGICAL CONTENT KNOWLEDGE OF UNDERGRADUATE PRESERVICE TEACHERS MAJORING IN BIOLOGY BASED ON THEIR DEMOGRAPHIC VARIABLES IN TANZANIA
This study was designed to examine Techno-pedagogical Content Knowledge of Preservice Undergraduate Preservice Teachers based on their demographic Variables in Tanzania. Basically, the study investigated perceptions Sokoine University of Agriculture teacher students on their knowledge with regards to the integration of ICT in their instructional practices. Descriptive, comparative and correlational analyzes were carried out using SPSS version 23. The non-probabilistic sample consisted of 404 Preservice Undergraduate Preservice Teachers from the Sokoine University of Agriculture in Tanzania. A recently constructed TPACK tool by Paidican (2019) was used as a data collection instrument. The results show that preservice teachers had higher levels of pedagogical and content knowledge compared to technology knowledge. Female prospective teachers showed higher levels of knowledge in the Technological Knowledge, Pedagogical Knowledge and Content Knowledge subscales. In addition, a positive correlation between the variables studied was confirmed. The analysis of the results showed that the prospective teachers appear to believe that they have a good level of knowledge with regards to the TPACK domains, i.e., content, pedagogy and technology. However, most teachers perceived themselves as not able to integrate their TPACK knowledge in order to design and implement meaningful ICT-based interventions in their classroom. Statistically significant differences were also recorded in relation to teachers’ factors, i.e., sex, years in the University and their subjects in education.