Resumen de Evaluación del conocimiento tecnológico pedagógico del contenido (TPACK) entre los profesores en formación: modelo de medición Rasch

Komarudin Komarudin, Suherman Suherman

• English

  The increasing importance of integrating technology into educational environments has underscored the importance of Technological Pedagogical Content Knowledge (TPACK) for effective teaching in the 21st century. However, many pre-service teachers face challenges in proficiently accessing and utilising new technologies in their teaching practices. The existing literature lacks a thorough examination of the empirical aspects of TPACK instruments and their applicability across various educational settings and levels, particularly in non-Western contexts. This research aimed to evaluate and compare TPACK among pre-service teachers in Indonesia. A diverse sample of 405 Indonesian pre-service teachers from different disciplines participated by completing an on lineTPACK questionnaire. Confirmatory factor analysis and the Rasch model were used to validate the questionnaire, demonstrating a well-fitting model consistent with its theoretical framework and a satisfactory fit for individuals and items. Evaluation of TPACK among pre-service elementary, preschool and mathematics education teachers revealed superior performance by pre-service elementary school teachers. The robust psychometric properties make it suitable for exploring TPACK. This research lays the groundwork for further investigation of the empirical dimensions of TPACK in diverse educational contexts

• English

  Currently, the integration of technology in 21st-century education is becoming increasingly important; however, many pre-service teachers face difficulties in accessing and utilizing new technologies in their teaching practices. Despite the growing importance of technology, thee xisting literature still lacks empirical examination of TPACK instruments and their application in various educational contexts, particularly in non-Western countries such as Indonesia. This study involved 405 Indonesian pre-service teachers from various disciplines who completed an online TPACK questionnaire. Confirmatory factor analysis and the Rasch model used to validate this questionnaire indicated that the model aligns with the theoretical framework and is suitable for individuals and items. The evaluation results showed that pre-service elementary school teachers exhibited superior TPACK performance compared to pre-service early childhood education and mathematics teachers. The strong psychometric properties of this instrument make it suitable for further exploration of TPACK in various educational contexts. This research lays the groundwork for further investigation into the empirical dimensions of TPACK in diverse educational settings