淡江大學機構典藏:Item 987654321/126769
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    题名: Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study
    作者: Chang, Chiung-fang
    关键词: TPACK;Teacher Education Program;Science Teachers;Comparative Study
    日期: 2024-11-20
    上传时间: 2025-03-20 09:24:02 (UTC+8)
    出版者: Springer
    摘要: This study examined the impact of the Indonesian pre-service teacher professional
    education program (PPG) on pre-service science teachers’ technological pedagogical content knowledge (TPACK) competencies. As a government-directed initiative,
    the PPG program’s curriculum is aligned with TPACK principles. We conducted a
    comparative analysis involving 311 teachers divided into four groups: pre-service
    PPG science teachers, pre-service science teachers not enrolled in PPG, in-service
    science teachers with less than two years of experience, and those with more than
    two years of experience. ANOVA results revealed a signifcant positive efect of
    the PPG program on TPACK scores, except when comparing non-PPG pre-service
    teachers to in-service teachers with less than two years of experience. Pre-service
    PPG teachers demonstrated greater confdence in technology-related TPACK components. In contrast, in-service teachers with over two years of experience exhibited higher overall TPACK scores, particularly in pedagogical knowledge, content
    knowledge, and pedagogical content knowledge. These fndings highlight the efectiveness of government-sponsored teacher training in enhancing TPACK while recognizing the valuable expertise that experienced teachers bring to their practice. The
    study suggests a need for resource allocation and training strategies that incorporate
    the strengths of both pre-service and experienced educators to foster a more comprehensive approach to teacher development.
    關聯: Education and Information Technologies
    DOI: 10.1007/s10639-024-13160-6
    显示于类别:[教育心理與諮商研究所] 期刊論文

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