Summary: | 碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 102 === This study examined students’ perceptions of the faculty’ technological pedagogical content knowledge (TPACK). Fifty college students and 97 graduate students who took the same teacher preparation course participated in this survey study to understand if there is a gap between the faculty’s and the students’ perceptions of TPACK. Among the participants, 11 graduate students, 14 college students, and the faculty who taught the course were interviewed to triangulate the results from a survey that collected students’ perceptions of the faculty’s Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical And Content Knowledge (TPACK). The results showed that graduate students held higher degree of perceptions of the faculty’s CK, PK, TK, and PCK than did college students. The differences might result from different levels of expectancy between the two groups of students. However, no significant differences between graduate and college students’ degree of perception of the faculty’s TPACK were found. Overall, the participants reported higher degree of perception of the faculty’s TPACK than did the faculty’s himself. The faculty interview showed that the faculty held stronger perceptions on CK, PK, and PCK than on the rest of the TPACK conponents. Technology seemed to be used as a supplement depending on the nature of the course. The faculty interview also supply clues for understanding factors that affected the faculty’s TPACK development. Suggestions for futher teacher preparation studies are provided in this study.
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