Developing a Technological, Pedagogical, and Content Knowledge (TPACK) Survey for Preservice Teachers Preparing to Teach English as a Foreign Language

• In Event: Preparing Teacher Candidates for Technology-Integrated Instruction

Abstract

The purpose of this paper is to present the results of applying the Creswell and Clark (2007) survey development process in the context of content-specific TPACK survey development. It applied a rigorous and thorough process to develop a TPACK survey that validates the seven-construct model of the TPACK framework through multiple methods. Exploratory design, which includes development and validation phases for the TPACK survey, was triangulated by an elaboration phase in which twelve preservice teachers were interviewed. The interview results associated with participant perceptions helped minimize the ambiguity among technology-related TPACK constructs. They also offer a method for improving survey development so that we may effectively assess preservice teachers’ ability to integrate technology into other content areas.

Authors

• Derya Baser, Middle East Technical University

• Theodore J. Kopcha, University of Georgia

• M.Yasar Ozden, Bahcesehir University