An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Issue 4 (8th August 2018)

• Record Type: Journal Article
• Authors: Lai, Ting-ling; Lin, Hsiao-Fang
• Is Part Of: Technology, pedagogy and education. Volume 27:Issue 4(2018)
• Page Start: 445
• Page End: 458
• Publication Date: 2018-08-08
• Subjects: Teacher beliefs -- junior high school mathematics teachers -- TPACK -- values; Educational technology -- Great Britain -- Periodicals; Teachers -- Training of -- Great Britain -- Computer-assisted instruction -- Periodicals; Teachers -- Training of -- Great Britain -- Periodicals; 371.33
• DOI: 10.1080/1475939X.2018.1496137
• Languages: English
• ISSNs: 1475-939X

Abstract

ABSTRACT: The purpose of this study was to investigate the relationship among student-centred beliefs, technology value beliefs and technological pedagogical content knowledge (TPACK) in junior high school mathematics teachers. A survey was administered to 408 teachers in Taiwan. Regression analysis results showed that teachers' student-centred beliefs and technology values were significantly correlated with TPACK. MANOVA results found that teachers with high student-centred pedagogical beliefs may not have high technology values, and teachers with lower student-centred pedagogical beliefs may not have lower TPACK. Implications for professional development and suggestions regarding teachers' beliefs and TPACK are discussed.