Teacher Demographic Characteristics, Value Beliefs, and Technological Pedagogical Content Knowledge (TPACK) Perceptions

• In Event: Perspectives on Technology Integration From Preservice, In-Service and Technology Specialist Teachers

Abstract

The purpose of this study is to examine the relations among teacher demographic characteristics, value beliefs, and TPACK perceptions. 109 in-service teachers from the state of Ohio participated in this study. Our findings reveal that the relations of TPACK perceptions with demographic characteristics and value beliefs replicate those found in other research studies. Value beliefs, technology use, gender, and years of teaching significantly predict TPACK perceptions outside the context of intervention. In addition, value beliefs moderate the relations of TPACK perceptions with gender, age, and technology use. When the effects of demographic characteristics and value beliefs on TPACK perceptions are investigated in the context of intervention, teaching level and value beliefs are the only significant predictors of end-of-the-program TPACK perceptions.

Authors

• Shonn Cheng, National Taipei University of Technology

• Kui Xie, The Ohio State University