This study conducted three studies in order to study TPACK which focused on mathematics subject in the context of Korea. The first study developed and validated a measurement tools for TPACK, the second study analyzed the recognition and educational needs of TPACK for mathematics teachers, and the t...
This study conducted three studies in order to study TPACK which focused on mathematics subject in the context of Korea. The first study developed and validated a measurement tools for TPACK, the second study analyzed the recognition and educational needs of TPACK for mathematics teachers, and the third study focused on analysis of teaching practices according to the TPACK of mathematics teachers using technology.
For the first study, we first defined operationally MT-TPACK(Mathematics Teacher's Technology, Pedagogy and Content Knowledge) focused on mathematics subjects. Then, based on this, MT-TPACK measurement tools of self-questionnaire form was developed, and the validation process of the measurement tool is subdivided into three categories: item development(content validity), preliminary study(basic statistical survey, reliability, validity), study 1(exploratory factor analysis), and study 2(confirmatory factor analysis, structural equation model verification). As a result, MT-TPACK measurement tools secured validity and reliability through statistically significant analysis. In addition, we confirmed that integrated knowledge(PCK, TCK, TPK) plays an important role in TPACK by examining the relationship between TPACK factors recognized by mathematics teachers. In particular, by confirming the importance of TCK and TPK, it is necessary to approach the integration of content knowledge and pedagogical knowledge rather than simply knowing the function of technology, in order to improve the professional competence of teachers related to technology.
For the second study, we analyzed needs and retentions, difference between needs and retentions of TPACK and educational needs of current mathematics teachers using MT-TPACK measurement tools, and then examined the TPACK competency that should be important in teacher education related to technology in the future. As a result, the difference between needs and retentions was most significant, and the characteristics of in-service mathematics teacher’s needs and retentions for MT-TPACK were clear, such as the existence of the items having the degree of retentions higher than needs. In addition, it was possible to identify the items to be considered as the top priority in teacher education related to MT-TPACK by integrating the results of Borich's educational needs analysis and the Locus for Focus model analysis on MT-TPACK recognized by the mathematics teachers
For the third study, we added a qualitative analysis of teaching practices of mathematics teachers who teach in technology, and continued discussions on topics not covered in the previous two studies. As a result, after analyzing the characteristics of recognition of MT-TPACK among four mathematics teachers who utilize the actual technology, it was possible to reveal the basis of difference in recognition through class videos and interview analysis, and we could look at the differences in actual classroom appearance. In addition, through the case study of four teachers who use technology in class much, it is revealed that items that are not included or supplemented by sub-factors in MT-TPACK measurement tools. Therefore, we could discussed the development direction of MT-TPACK measurement tools in the future.
In this study, we hope to be start the study to develop TPACK of mathematics teachers in the future through the development of MT-TPACK measurement tool and the analysis of educational needs.
This study conducted three studies in order to study TPACK which focused on mathematics subject in the context of Korea. The first study developed and validated a measurement tools for TPACK, the second study analyzed the recognition and educational needs of TPACK for mathematics teachers, and the third study focused on analysis of teaching practices according to the TPACK of mathematics teachers using technology.
For the first study, we first defined operationally MT-TPACK(Mathematics Teacher's Technology, Pedagogy and Content Knowledge) focused on mathematics subjects. Then, based on this, MT-TPACK measurement tools of self-questionnaire form was developed, and the validation process of the measurement tool is subdivided into three categories: item development(content validity), preliminary study(basic statistical survey, reliability, validity), study 1(exploratory factor analysis), and study 2(confirmatory factor analysis, structural equation model verification). As a result, MT-TPACK measurement tools secured validity and reliability through statistically significant analysis. In addition, we confirmed that integrated knowledge(PCK, TCK, TPK) plays an important role in TPACK by examining the relationship between TPACK factors recognized by mathematics teachers. In particular, by confirming the importance of TCK and TPK, it is necessary to approach the integration of content knowledge and pedagogical knowledge rather than simply knowing the function of technology, in order to improve the professional competence of teachers related to technology.
For the second study, we analyzed needs and retentions, difference between needs and retentions of TPACK and educational needs of current mathematics teachers using MT-TPACK measurement tools, and then examined the TPACK competency that should be important in teacher education related to technology in the future. As a result, the difference between needs and retentions was most significant, and the characteristics of in-service mathematics teacher’s needs and retentions for MT-TPACK were clear, such as the existence of the items having the degree of retentions higher than needs. In addition, it was possible to identify the items to be considered as the top priority in teacher education related to MT-TPACK by integrating the results of Borich's educational needs analysis and the Locus for Focus model analysis on MT-TPACK recognized by the mathematics teachers
For the third study, we added a qualitative analysis of teaching practices of mathematics teachers who teach in technology, and continued discussions on topics not covered in the previous two studies. As a result, after analyzing the characteristics of recognition of MT-TPACK among four mathematics teachers who utilize the actual technology, it was possible to reveal the basis of difference in recognition through class videos and interview analysis, and we could look at the differences in actual classroom appearance. In addition, through the case study of four teachers who use technology in class much, it is revealed that items that are not included or supplemented by sub-factors in MT-TPACK measurement tools. Therefore, we could discussed the development direction of MT-TPACK measurement tools in the future.
In this study, we hope to be start the study to develop TPACK of mathematics teachers in the future through the development of MT-TPACK measurement tool and the analysis of educational needs.
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