The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings

By Sheng‐Lun Cheng, Kui Xie. Teaching and Teacher Education : An International Journal of Research and Studies, 2018

95 citations recorded by the source corpus.

Abstract The purpose of this study is to examine the relations among teacher value beliefs, personal characteristics, and Technological Pedagogical Content Knowledge (TPACK) in both intervention and non-intervention settings. One-hundred and nine in-service teachers from elementary to high schools participate in this study. Our findings reveal that compared to personal characteristics, teacher value beliefs are the only variable that can significantly predict TPACK across both settings. In addition, in the non-intervention setting, the relations between personal characteristics and TPACK are also moderated by teacher value beliefs. How to foster teacher value beliefs around technology integration is discussed.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/bcba375d1a4a5267cc4fb15d0a91eb3f23e4c72e

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In Education

1. S. V. van Ginkel
2. Omid Noroozi

Citations in the corpus

• Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands (2020, background): “In order to strengthen the generalisation of the findings, we suggest including more factors relating to both teachers’ traits (such as age) as well as prior competence (such as years of teaching) in empirical follow-up studies (e.g. Cheng and Xie 2018; Ghaith and Shaaban 1999; Kyndt et al. 2016).”