Development of an instrument for exploring preservice technology teachers' maker-based technological pedagogical content knowledge

• Published in: British journal of educational technology Vol. 52; no. 2; pp. 552 - 568
• Main Authors: Ku, Chih‐Jung, Loh, Wei‐Leong Leon, Lin, Kuen‐Yi, John Williams, P.
• Format: Journal Article
• Language: English
• Published: Coventry Wiley 01.03.2021; Blackwell Publishing Ltd
• Subjects: Factor analysis; Foreign Countries; Higher education; Knowledge base for teaching; maker‐based technological pedagogical content knowledge; Pedagogical Content Knowledge; Pedagogy; preservice teacher; Preservice teacher education; Preservice Teachers; Professional development; Secondary education; secondary school; Secondary School Teachers; Teacher education; Teachers; Technological Literacy; Technology education; Technology teachers; Technology, Pedagogy and Content Knowledge (TPACK); Test Construction; Test Reliability; Test Validity; Taiwan
• ISSN: 0007-1013; 1467-8535
• DOI: 10.1111/bjet.13039

With the development of the maker movement, more and more teachers are applying a broad range of technological tools in their pedagogy, instead of only information technology. This study details the development and validation of the Teachers Maker-based TPACK Survey Instrument (TMTSI), a revised model designed to measure technology teachers' maker-based technological pedagogical content knowledge (TPACK) in utilizing maker-based tools to support their teaching. We recruited 165 preservice secondary technology teachers in Taiwan for this study and confirmatory factor analysis was applied to validate the instrument. Our findings suggest that TMTSI provided a valid and highly reliable research-based instrument that also serves as a professional development model to help scaffold the development of K-12 technology teachers. This paper details the theoretical foundations of TMTSI, reports on its reliability and validity, and discusses the application and implications of TMTSI for teacher education and professional development. [Author abstract]