Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey

By Joyce Hwee Ling Koh, Ching Sing Chai, Chin-Chung Tsai. Journal of Computer Assisted Learning, 2010

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A Review of Technological Pedagogical Content Knowledge (2013, background): “Similarly, Koh et al.’s (2010) attempt to factor analyzed the adapted Schmidt et al.’s (2009) survey among Singaporean preservice teachers (N = 1185) also faced problems.”
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, methodology): “The TCK items provedmore problematic as they tended to merge with other constructs (Koh et al., 2010; Lee & Tsai, 2010). A similar pattern was observed in this study where one TCK item mergedwith TPACK. The merging of these items could be because the ICT tutors had failed to draw sufficient attentio”
Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers (2013, background): “Although we can assume that Koh, Chai, and Tsai (2010) and Sahin (2011) included secondary preservice mathematics teachers in their samples, neither distinguished this group within the whole.”