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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/144846


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    題名: Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality
    作者: 洪煌堯
    Hong, Huang-Yao
    Chen, Nanxi;Chai, Ching Sing;Liang, Jyh-Chong
    貢獻者: 教育系
    日期: 2024-04
    上傳時間: 2023-05-29 09:01:54 (UTC+8)
    摘要: Research Findings: This study incorporates teacher vitality, efficacy, and engagement with lesson design practice in which teachers can particularly encounter challenges from technology integration that calls for design thinking. Using a structural equation modeling approach, this study explores the relationships among teachers’ design thinking engagement (DTE), efficacy in two types of technological pedagogical content knowledge (TPACK) called pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPCK), and design vitality (DV). A survey containing measurements for teachers’ DTE, PCK efficacy, TPCK efficacy, and DV was delivered to 408 Chinese early childhood teachers. Reliability and validity of the instruments were attained through confirmatory factor analysis. Results indicated that teachers’ DTE was statistically significant in explaining teachers’ perceived PCK and TPCK efficacy, as well as perceived DV. Teachers’ perceived TPCK efficacy significantly predicts DV. However, no significant prediction was found for teachers’ perceived PCK efficacy to DV. Practice or Policy: To ensure teachers with character strength as designers who face technology integration challenges, it is important for teacher development program to highlight teachers’ proximal processes as designers structured with emotional, cognitive, and behavioral processes that can be manifested through design activities of “Empathize”, “Define”, “Ideate”, “Prototype”, and “Test”.
    關聯: Early Education and Development, Vol.35, No.3, pp.531-550
    資料類型: article
    DOI 連結: https://doi.org/10.1080/10409289.2023.2177492
    DOI: 10.1080/10409289.2023.2177492
    顯示於類別:[教育學系] 期刊論文

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