政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/121374

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題名:	Exploring the relationship between self-regulated learning and TPACK of Taiwanese secondary in-service teachers
作者:	陳揚學 Chen, Yang-Hsueh
貢獻者:	教育學院
關鍵詞:	self-regulation;TPACK;in-service teachers;secondary education
日期:	2018-04
上傳時間:	2018-12-12 16:46:31 (UTC+8)
摘要:	Although self-regulation (SR) has been regarded as an important factor of teachers’ learning and professional development, its relationship with teachers’ knowledge for teaching (Technological, Pedagogical, and Content Knowledge, TPACK) remains unclear. The purpose of this study was to explore the interrelationship between Taiwanese secondary in-service teachers’ SR and TPACK in the national context (N = 386). Descriptive analysis, Pearson’s bivariate correlation, and canonical correlational analysis were used to examine the interrelationship between the two sets of variables. Results showed that teachers scored highest on monitoring capability and controlling capability (MC/CC) but lowest on Information and Communications Technology (ICT)-related SR. Moreover, the participants scored greatest on Content Knowledge (CK) but lowest on Technology Knowledge (TK) and Technological Pedagogical Content Knowledge (TPCK). In-service teachers’ MC/CC and Reflection Capability correlated higher with CK and pedagogical content knowledge (PCK) but lower with TK and TPCK. Conversely, ICT was associated more significantly with TK and TPCK but less significantly with CK and PCK. Implications of this study were provided along with suggestions.
關聯:	Journal of Educational Computing Research
資料類型:	article
DOI 連結:	http://dx.doi.org/10.1177/0735633118769442
DOI:	10.1177/0735633118769442
顯示於類別:	[教育學系] 期刊論文

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