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https://doi.org/10.31341/jios.43.2.3

Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Karolina Dobi Barišić ; Faculty of Educational Sciences, University of Osijek, Croatia
Blaženka Divjak ; Faculty of Organization and Informatics, University of Zagreb, Varaždin, Croatia
Valentina Kirinić ; Faculty of Organization and Informatics, University of Zagreb, Varaždin, Croatia

Puni tekst: engleski, pdf (1 MB) str. 163-183 preuzimanja: 272* citiraj
APA 6th Edition
Dobi Barišić, K., Divjak, B. i Kirinić, V. (2019). Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework. Journal of Information and Organizational Sciences, 43 (2), 163-183. https://doi.org/10.31341/jios.43.2.3
MLA 8th Edition
Dobi Barišić, Karolina, et al. "Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework." Journal of Information and Organizational Sciences, vol. 43, br. 2, 2019, str. 163-183. https://doi.org/10.31341/jios.43.2.3. Citirano 21.09.2021.
Chicago 17th Edition
Dobi Barišić, Karolina, Blaženka Divjak i Valentina Kirinić. "Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework." Journal of Information and Organizational Sciences 43, br. 2 (2019): 163-183. https://doi.org/10.31341/jios.43.2.3
Harvard
Dobi Barišić, K., Divjak, B., i Kirinić, V. (2019). 'Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework', Journal of Information and Organizational Sciences, 43(2), str. 163-183. https://doi.org/10.31341/jios.43.2.3
Vancouver
Dobi Barišić K, Divjak B, Kirinić V. Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework. Journal of Information and Organizational Sciences [Internet]. 2019 [pristupljeno 21.09.2021.];43(2):163-183. https://doi.org/10.31341/jios.43.2.3
IEEE
K. Dobi Barišić, B. Divjak i V. Kirinić, "Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework", Journal of Information and Organizational Sciences, vol.43, br. 2, str. 163-183, 2019. [Online]. https://doi.org/10.31341/jios.43.2.3

Sažetak
Digital competences should be considered in teacher education and professional development. The Technological Pedagogical Content Knowledge (TPACK) framework represents the knowledge required by teachers in order to successfully integrate technology into the teaching process. The Survey of Pre-service Teachers’ Knowledge of Teaching and Technology (SPTKTT) is one of the inventories developed to measure the TPACK framework. The aim of this study is to validate the SPTKTT inventory in the context of the Croatian education system by the use of exploratory and confirmatory factor analysis. Results showed that the new context structure of the SPTKTT inventory consists of nine factors, while confirmatory factor analysis established that the two Content Knowledge factors can actually be unified. This can be explained by differing content organization in education systems. There were also differences in the distribution of some of the remaining factors. Internal consistency of the inventory shows high reliability.

Ključne riječi
TPACK framework; SPTKTT inventory; validation; exploratory factor analysis; confirmatory factor analysis

Hrčak ID: 229457

URI
https://hrcak.srce.hr/229457

Posjeta: 497 *