TPACK in Special Education Schools for SVI: A Comparative Study between Taiwanese and Chinese In-service Teachers. Issue 2 (4th March 2022)

• Record Type: Journal Article
• Authors: Huang, Kuo-Yen; Chen, Yang-Hsueh; Jang, Syh-Jong
• Is Part Of: International journal of disability, development, and education. Volume 69:Issue 2(2022)
• Page Start: 435
• Page End: 450
• Publication Date: 2022-03-04
• Subjects: Comparative study -- in-service teachers -- special education -- students with visual impairments -- TPACK; People with disabilities -- Education -- Periodicals; People with disabilities -- Periodicals; Special education -- Periodicals; Education, Special -- Periodicals; 371.9
• DOI: 10.1080/1034912X.2020.1717450
• Languages: English
• ISSNs: 1034-912X

Abstract

ABSTRACT: While Technological, Pedagogical, and Content Knowledge (TPACK) has been studied in many domains, its application in special education remains limited. This study examined the TPACK of in-service teachers at special education schools for students with visual impairments (SVI, N = 415) and further compared the TPACK of Taiwanese and Chinese teachers. Based on both Taiwanese and Chinese samples, we revised and validated a TPACK survey for teachers in special education schools for SVI. Results showed that special education schools for SVI teachers knew content knowledge and teaching strategies better, however, they were less knowledgeable about technological tool applications. Furthermore, Chinese teachers scored higher than Taiwanese teachers in terms of integrated knowledge (TCK/TPACK) and content knowledge and teaching strategies (CKS). Implications were put forward regarding school leadership, peer sharing, and interactions between Taiwanese and Chinese special education in-service teachers.