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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/115183

    Title: An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers
    Authors: Ting-ling Lai;Hsiao-Fang Lin
    Keywords: Teacher beliefs;junior high school mathematics teachers;TPACK;values
    Date: 2018-08-09
    Issue Date: 2018-10-11 12:10:57 (UTC+8)
    Publisher: Taylor & Francis
    Abstract: The purpose of this study was to investigate the relationship among student-centred beliefs, technology value beliefs and technological pedagogical content knowledge (TPACK) in junior high school mathematics teachers. A survey was administered to 408 teachers in Taiwan. Regression analysis results showed that teachers’ student-centred beliefs and technology values were significantly correlated with TPACK. MANOVA results found that teachers with high student-centred pedagogical beliefs may not have high technology values, and teachers with lower student-centred pedagogical beliefs may not have lower TPACK. Implications for professional development and suggestions regarding teachers’ beliefs and TPACK are discussed.
    Relation: Technology, Pedagogy and Education 27(4), p.445-458
    DOI: 10.1080/1475939X.2018.1496137
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Journal Article

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