TPACK for Meaningful Learning Survey: "Paths" for Professional Development of Biology Teachers in Brazil

Autor/inn/en	Rolando, Luiz Gustavo Ribeiro; Salvador, Daniel Fábio; Vasconcellos, Roberta Flavia Ribeiro Rolando; Luz, Mauricio Roberto Motta Pinto Da
Titel	TPACK for Meaningful Learning Survey: "Paths" for Professional Development of Biology Teachers in Brazil
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 20 (2021) 2, S.169-181 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Salvador, Daniel Fábio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Professional Development; Inservice Teacher Education; Correlation; Biology; Science Instruction; Science Teachers; Teacher Attitudes; Age Differences; Teaching Experience; Self Efficacy; Public Schools; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Lehrerfortbildung; Korrelation; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Age; Difference; Age difference; Altersunterschied; Self-efficacy; Selbstwirksamkeit; Public school; Öffentliche Schule; Ausland; Brasilien
Abstract	In the last decade different instruments were developed to empirically test the TPACK theoretical framework. The TPACK for Meaningful Learning survey was the first survey to obtain statistical validation for all seven predicted constructs. In the present work we used a version of the TPACK for Meaningful Learning survey adapted and validated in the Portuguese language to investigate the TPACK perceptions of Brazilian biology teachers, their interrelationships and relations with demographic variables. Results indicate a strong positive correlation between the constructs that hold the technology component. Path analysis corroborated the hypothesis that TK influences TPK and TCK, and that these two constructs directly influence TPACK. Evidence showed that the variables "age" and "years of service" influence teachers' perceptions, especially the constructs that hold the technology component. Results obtained in the present study are discussed considering the empirical results obtained in other countries using the TPACK for Meaningful Learning survey. Taken together, our research findings contribute to foster professional development strategies for teachers that aim at the integration of technologies in teaching. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01