两年制公立大学教师TPACK的测量

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Information and Communication Technology Education Pub Date : 2023-10-25 DOI:10.4018/ijicte.332780

Kristin C. Scott, Mitchell Adrian, Jiun-Shiu Chen, Grace C. Su

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引用次数: 0

摘要

两年制公立大学培养了超过50%的美国本科生，但毕业率(29%)远低于四年制大学的毕业率(63%)。对于两年制公立院校的学生来说，他们的教师拥有适当的知识、技能和能力(KSAs)来有效地指导学生毕业是至关重要的。本研究采用技术教学内容知识(TPACK)理论来评估教师的ksa。探索性和验证性因子分析用于证明可靠性，有效性和数据的7因素结构。该工具可用于对潜在新教师的职前KSA评估，以及确定在职教师的专业发展机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Measuring TPACK in 2-Year Public College Faculty

Two-year public colleges educate more than 50% of all U.S. undergraduates, yet graduation rates (29%) fall far below their 4-year counterparts (63%). It is critical for students of 2-year public institutions that their faculty have the appropriate knowledge, skills, and abilities (KSAs) to effectively guide students toward graduation. This study uses technological pedagogical content knowledge (TPACK) theory to evaluate faculty KSAs. Exploratory and confirmatory factor analyses are used to demonstrate reliability, validity, and the 7-factor structure of the data. This instrument may be useful in pre-employment KSA assessment for potential new faculty, as well as identifying professional development opportunities for incumbent faculty.

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来源期刊

International Journal of Information and Communication Technology Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

10.00%

发文量

期刊介绍： IJICTE publishes contributions from all disciplines of information technology education. In particular, the journal supports multidisciplinary research in the following areas: •Acceptable use policies and fair use laws •Administrative applications of information technology education •Corporate information technology training •Data-driven decision making and strategic technology planning •Educational/ training software evaluation •Effective planning, marketing, management and leadership of technology education •Impact of technology in society and related equity issues