Exploring relationships among TPACK components and development of the TPACK instrument

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dc.authoridCakir, Recep/0000-0002-2641-5007
dc.authoridYilmaz, Haci Bayram/0000-0003-2625-4239
dc.contributor.authorPamuk, Sonmez
dc.contributor.authorErgun, Mustafa
dc.contributor.authorCakir, Recep
dc.contributor.authorYilmaz, H. Bayram
dc.contributor.authorAyas, Cemalettin
dc.date.accessioned2025-03-23T19:44:29Z
dc.date.available2025-03-23T19:44:29Z
dc.date.issued2015
dc.departmentSinop Üniversitesi
dc.description.abstractEducators' interest in technological pedagogical content knowledge (TPACK) has been increasing. In parallel with implementations of TPACK-based activities taking place in different settings, efforts for assessing effectiveness of those activities and understanding the overall TPACK framework have also been under investigation. In this study, the main purpose has been placed on understanding the TPACK framework and its dynamics that contribute to effective TPACK development. More specifically, through preservice teachers' experiences we have explored the nature of relationships among the TPACK components. To do this, a TPACK instrument was developed and the data were analyzed by using multi-stage approaches. Results briefly indicated that all correlations among the components were significant. In the structural equation modeling analyses, TPK and TCK's impact were statistically powerful contributors to explaining TPACK variance. In addition, and most important, our results suggest that second-level knowledge basis (TPK, TCK, PCK) had a stronger impact than core knowledge basis on predicting TPACK development. TCK in the structural model stands out as the mediator knowledge base. Finally, indirect relationships among some of the TPACK components were found to be of considerable importance.
dc.identifier.doi10.1007/s10639-013-9278-4
dc.identifier.endpage263
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue2
dc.identifier.scopus2-s2.0-84889853619
dc.identifier.scopusqualityQ1
dc.identifier.startpage241
dc.identifier.urihttps://doi.org/10.1007/s10639-013-9278-4
dc.identifier.urihttps://hdl.handle.net/11486/6947
dc.identifier.volume20
dc.identifier.wosWOS:000436558200003
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectPreservice teachers' technology use
dc.subjectTechnological pedagogical content knowledge
dc.subjectTPACK
dc.subjectTechnology and teaching
dc.subjectTPACK instrument
dc.titleExploring relationships among TPACK components and development of the TPACK instrument
dc.typeArticle

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