Developing and Validating an Instrument to Assess Foreign Language Pre-service Teachers’ TPACK

Author(s):

Derya Baser(submitting)M. Yasar Ozden(presenting)Yesim Capa-Aydin

Conference:

ECER 2012

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 04 A, Pre-Service Teachers and ICT

Parallel Paper Session

Time:

2012-09-19

09:00-10:30

Room:

FCT - Aula 12

Chair:

Chris Comber

Contribution

The study is aimed to develop and validate an instrument assessing perceived self-efficacy of preservice foreign language teachers to integrate technology into English teaching. Although there are TPACK surveys (e. g.,Archambault & Barnett, 2010; Oster-Levinz & Klieger, 2010; Jamieson-Proctor, Finger, & Albion, 2010) were constructed to assess teachers’ perceived TPACK, the present study intended to provide a scale whose items were more specified and subject (English as a foreign language) focused scale. In addition to being the first TPACK scale developed to assess foreign language teachers’ perceived self-efficacy scale for successful technology integration, it provided evidences for being valid and reliable instrument.

Method

The development of the scale includes a step-by-step procedure as: a) generating an item pool, b) applying experts’ view for content validity issues, c) cognitive interviewing, d) administering the scale, and e) analysing the data. An item pool was generated based on data collected through interviews with 6 experienced instructors about required knowledge and skills for preservice foreign language teachers to integrate technology into their subject teaching successfully, related national and international standards and other TPACK studies in the literature. The first draft were presented to seven experts from CEIT, FLE, Educational Sciences, and Measurement and Evaluation to get suggestions on clearness and appropriateness of the items for the target group and the content, appropriateness of items for the dimensions of the instrument, and other variables that may be related to the construct. After revising the scale based on experts’ suggestions, it was applied to a preservice foreign language teacher to understand that all items worked as intended. After making all required revisions, the scale was administered on 174 preservice foreign language teachers from a university in Turkey participated for the validity and reliability study. A 9-point Likert scale including 40 items was analysed through exploratory factor analysis (EFA).

Expected Outcomes

Five-factor structure model whose factors are labelled as Technological Knowledge (TK), Content Knowledge (CKE), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCKE), and Teaching with Technology Knowledge (TTKE) was found. The reliability coefficients for each factor ranged between .89 and .96. The findings revealed that there are enough evidences to claim that PSS for TIFLE (Perceived Self-efficacy Scale for Technology Integration into Foreign Language Education) is a valid and reliable instrument that can be used to assess preservice foreign language teachers’ perceived self-efficacy for technology integration in English teaching. Although the TK, CKE, PK, and PCKE items were gathered under four separate factors, TTKE factor incorporate TCK, TPK, and TPACK items. This might imply that the participants of the study might not realized conceptual differences among TCK, TPK, and TPACK items which may be caused by preservice teachers’ being inexperience (Koh et al., 2010). Another reason for being gathered under the same factor, when preservice teachers were asked about technological context in an educational context, the questions might be transmitted as pedagogical terms (Marks, 1990). This is also similar for TPK in that preservice teachers who had been educated for teaching specific subject matter of English might have transformed the questions into English teaching rather than general teaching strategies.

References

Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55, 1656-1662. Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. (Unpublished doctoral dissertation). Brigham Young University, Utah. Jamieson-Proctor, R., Finger, G., & Albion, P. (2010). Auditing the TK and TPACK confidence of preservice teachers: Are they ready for the profession? Australian Educational Computing, 25(1), 8-17. Koh, J. H. L., Chai, C. S., & Tsait, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563-573. Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-11. Oster-Levinz, A., & Klieger, A. (2010). Online tasks as a tool to promote teachers’ expertise within the technological pedagogical content knowledge (TPACK). Procedia Social and Behavioral Sciences, 2, 354-358.

Author Information

Derya Baser (submitting)

Middle East Technical University

Computer Education and Instructional Technology

Ankara

M. Yasar Ozden (presenting)

Middle East Technical University

Ankara

Yesim Capa-Aydin

Middle East Technical University, Turkey

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