Examining Teaching Experience, Prior Knowledge, and Self-Regulated Learning's Influence on Teachers' Epistemic Emotions in Technological Pedagogical Content Knowledge (TPACK)

• In Event: Teachers' Motivation and Cognition

Abstract

Teachers’ epistemic emotions could impact the development of technological pedagogical content knowledge (TPACK), knowledge that is essential for effective teaching with technology. In this paper, we examine the influence of teaching experience, prior knowledge and self-regulated learning (SRL) on epistemic emotions in the context of TPACK development. Particularly, we identify two distinct groups of teachers who were emotionally struggling in the TPACK development task. Binary logistic regression was used to the model of teaching experience, prior knowledge and SRL in predicting their emotions experienced during TPACK development. However, only SRL was the significant predictor of teachers’ epistemic emotions in this context. We discuss the implications for providing emotional support to teachers in TPACK development.

Authors

• Xiaoshan Huang, McGill University

• Lingyun Huang, The Education University of Hong Kong

• Susanne P. Lajoie, McGill University