A Study on the Relationships between Junior High School Mathematics Teachers’ TPACK and Teaching Beliefs in Taipei area

• Main Authors: Po-Wei Lu, 盧博偉
• Other Authors: Ting-ling Lai
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/24866943736078631592

碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 101 === Living in the 21st century, technology plays an important role in learning and instruction. Studies found that a number of factors, such as gender, age, pedagogical content knowledge and teaching beliefs influence teachers’ use of technology. Recently, educators proposed a Technological Pedagogical Content Knowledge (TPACK) framework to help teachers develop knowledge of technology integration. The purpose of the study is to investigate the relationships between junior high school mathematics teachers’ TPACK and teaching beliefs. Based on Koehler and Mishra’s TPACK framework and related studies, a survey with 51 items was developed to measure TPACK and teaching beliefs. 110 junior high school mathematics teachers in Taipei area completed the survey. The data was analyzed by descriptive statistics, t test, ANOVA. The results showed that mathematics teachers have high-intermediate level in TPACK but TPK is lower than other aspects. Mathematics teacher’s teaching beliefs incline to progressive approach, and the TPACK had middle and positive correlation with the teaching beliefs. Based on the study results, it was suggested that educational administration could hold more professional development activities to improve teachers’ TPK and to encourage constructivist teaching.