Investigating Teachers' Design Vitality With Design Thinking Engagement and Technological Pedagogical Content Knowledge

• In Event: Investigations Into Teachers' "Maker" and Design Experiences

Abstract

Vitality is essential for teaching professionals’ wellbeing and ongoing pursuit of development. By using structural equation modeling approach, this study explores the relationships among teachers’ design thinking engagement (DTE), technological pedagogical content knowledge (TPACK), and their vitality as designers. A survey containing measurements for teachers’ DTE, TPACK, and design vitality (DV) was delivered to 408 Chinese early childhood teachers. Reliability and validity of the instruments were attained through confirmatory factor analysis. Results indicated that teachers’ DTE was statistically significant in explaining teachers’ perceived PCK and TPCK efficacy, as well as perceived DV. Teachers’ perceived TPCK efficacy significantly predict DV. However, no significant prediction was found for teachers’ perceived PCK efficacy to DV. Explanations of the results and implications were discussed.

Authors

• Nanxi Chen, National Chengchi University

• Huang Yao Hong, National Chengchi University

• Ching Sing Chai, Chinese University of Hong Kong

• Jyh-Chong Liang, National Taiwan Normal University