Relationships Between Teachers’ Pedagogical and Technical Knowledge: Evidence from PISA 2018 Teacher Questionnaire Data

• In Event: Predictors for Students’ and Teachers’ ICT (Information and Communications Technology) Literacy: Insights From an International Perspective

Abstract

Theoretical framework:
We examined how teachers’ pedagogical knowledge (PK) predicts their Technology-related Knowledge, i.e., technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and technological pedagogical content knowledge (TPCK) within the framework of the Technological Pedagogical Content Knowledge (TPACK) model (Koehler & Mishra, 2008). The TPACK model, integrating technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), has been widely adopted as a teachers’ knowledge framework in integrating technology into the teaching-learning process. However, there has been a relative paucity of empirical work, especially using large-scale data, to establish it as an evidence-based framework that can be extended cross-nationally.

Purpose:
We aimed to examine the relationships between PK and TK, TPK, TCK, and TPCK within the TPACK model. Furthermore, since the TPACK model primarily focuses on knowledge components, we also explored how teacher disposition can be placed within the TPACK model. This allowed us to establish the predictive mechanism underlying these two components, which may also contribute to an improved understanding of the link between the TPACK model and ICT literacy.

Methods:
Using the PISA 2018 Teacher Questionnaire data (OECD, 2018), we employed multiple regression analyses using the PISA 2018 Teacher Questionnaire data (N = 15,000) from six countries: Chile, Germany, Korea, Spain, UK, and USA (OECD, 2018). For the predictive variables, we used PISA-constructed scales of (a) pedagogical knowledge, namely, disciplinary climate (TSDISCLIMA), direct instruction (TCDIRINS), student assessment (ADAPTINSTR), and feedback (FEEDBINSTR); and for (b) teachers’ disposition: self-efficacy in classroom management (SEFFCM), self-efficacy in maintaining positive relationships (SEFFREL), and self-efficacy in instructional settings (SEFFINS). The technology components that we examined are technological knowledge (TK), technological pedagogical knowledge (TPK), and technological content knowledge (TCK).

Results:
The regression models revealed consistent patterns of the results pointing to the relationships between PK and TPK (R2 = 11%), and between PK and TPCK (R2 = 10%). The effect sizes were smaller between teacher disposition and TPK (R2 = 6%) and between teacher disposition and TPCK (R2 = 7%). However, it appears that there were virtually no linear relationships between PK and TK and between PK and TCK, nor between teacher disposition and TK and TCK. When the regression coefficients were reviewed among the models with a R2 greater than 5%, the only positive relationships were found between SEFFREL (i.e., teachers' self-efficacy in maintaining positive relations with students) and TPK, and between SEFFINS (i.e., teachers’ self-efficacy in instructional settings) and TPK. Therefore, our findings suggest the importance of teachers’ disposition in their TPK within the TPACK framework while they fail to demonstrate cross-national empirical support for the links between PK and technological knowledge.

Scientific significance of the study:
The results will shed light on the various knowledge components within the TPACK model and how it can be further integrated into a broader framework of teachers' ICT literacy. Additionally, the findings of this study will provide valuable insights for shaping future policies and designing professional development strategies that enable teachers to effectively utilize TPACK and foster their development in ICT literacy.

Authors

• Sittipan Yotyodying, Goethe University Frankfurt

• Jan Michael Vincent Abril, University of New South Wales

• Jihyun Lee, University of New South Wales