Self-reported TPACK of teacher educators across six countries in Asia and Europe

• Published in: Education and Information Technologies
• Main Author: Castéra J.; Marre C.C.; Yok M.C.K.; Sherab K.; Impedovo M.A.; Sarapuu T.; Pedregosa A.D.; Malik S.K.; Armand H.
• Format: Article
• Language: English
• Published: Springer 2020
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078619804&doi=10.1007%2fs10639-020-10106-6&partnerID=40&md5=b7a1cda4b51842259f09c5a0b905082f

The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators’ TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal–Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers’ TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.