Examining Cambodian high school science teachers’ perception of Technological Pedagogical Content Knowledge (TPACK)

Authors

  • Savrin Thy Aichi University of Education, Japan
  • Rany Im Aichi University of Education, Japan
  • Tsutomu Iwayama Aichi University of Education, Japan

DOI:

https://doi.org/10.56003/jse.v4i1.232

Keywords:

Cambodian education, educational technology, science education, science teacher, TPACK

Abstract

The purpose of this study is to assess Cambodian high school science teachers’ perceptions of Technological Pedagogical Content Knowledge (TPACK) knowledge domains, including content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and TPACK and investigate the relationship between knowledge domains with some demographic variables such as gender, qualification, age, teaching experience, school type and school location. The study surveyed 240 Cambodian high school science teachers using a self-rating questionnaire. Data analyses employed independent samples t-test, One-Way ANOVA and Pearson’s correlation statistics to produce findings. The results revealed that Cambodian high school science teachers responding to the survey rated their knowledge relatively high for the CK, PK, PCK and TK, but relatively low for TCK, TPK and TPACK. Difference analyses affirmed that only the school-type variable indicated the difference in the four technology-related knowledge domains of TPACK. Age and teaching experience had negative correlations solely with the four technology-related domains. In conclusion, Cambodian high school science teachers have enough knowledge in (1) subject contents, (2) teaching strategies of their subject matter, and (3) ICT for administrative works and to support subject-matter-related works. Cambodian high school science teachers need more knowledge of specialised ICT for education to improve their teaching and enhance students’ learning on their subject.

Downloads

Download data is not yet available.

References

Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary issues in technology teacher education, 9(1), 71-88. https://www.learntechlib.org/primary/p/29332/

Brianza, E., Schmid, M., Tondeur, J., & Petko, D. (2022). Situating TPACK: A systematic literature review of context as a domain of knowledge. Contemporary Issues in Technology and Teacher Education, 22(4), 707-753. https://www.learntechlib.org/p/221446/

Castéra, J., Marre, C. C., Yok, M. C. K., Sherab, K., Impedovo, M. A., Sarapuu, T., Pedregosa, A. D., Malik, S. K., & Armand, H. (2020). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education and Information Technologies, 25, 3003-3019. https://link.springer.com/article/10.1007/s10639-020-10106-6

Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researcher, 22, 657-666.

Chai, C. S., Koh, J. H. L., Tsai, C.-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers and Education, 57(1), 1184-1193. https://www.sciencedirect.com/science/article/abs/pii/S0360131511000157

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). https://repository.nie.edu.sg/handle/10497/4790

Chang, Y., Tsai, M. F., & Jang, S. J. (2014). Exploring ICT use and TPACK of secondary science teachers in two contexts. US-China Education Review, 4(5), 298-311.

Chea, P., Bo, C., & Minami, R. (2022). Cambodian Secondary School Teachers' Readiness for Online Teaching During the Covid-19 Pandemic: CDRI, Cambodia Development Resource Institute. https://cdri.org.kh/publication/cambodian-secondary-school-teachers-readiness-for-online-teaching-during-the-covid-19-pandemic

De Freitas, G. (2018). Design principles for a professional development programme to advance senior phase mathematics teachers’ technological pedagogical content knowledge: University of Johannesburg (South Africa). https://www.proquest.com/openview/cbf651cb536572b8f5c9c58225130270/1?pq-origsite=gscholar&cbl=2026366&diss=y

Gómez Trigueros, I. M., & Yáñez de Aldecoa, C. (2021). The digital gender gap in teacher education: the TPACK framework for the 21st Century. European Journal of Investigation in Health, Psychology and Education, 11(4), 1333-1349. https://www.mdpi.com/2254-9625/11/4/97

Graham, C. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953-1960. https://www.sciencedirect.com/science/article/abs/pii/S0360131511000911

Guo, R. X., Dobson, T., & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235-254. https://doi.org/10.2190/EC.38.3.a

Hayton, J. C., Allen, D. G., & Scarpello, V. (2004). Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organizational Research Methods, 7(2), 191-205. https://journals.sagepub.com/doi/pdf/10.1177/1094428104263675

Heng, K. (2021). COVID-19: A catalyst for the digital transformation of Cambodian education. https://www.think-asia.org/handle/11540/13876

Hsu, L., & Chen, Y. J. (2018). Teachers’ knowledge and competence in the digital age: Descriptive research within the TPACK framework. International Journal of Information and Education Technology, 8(6), 455-458. http://www.ijiet.org/vol8/1081-JR282.pdf

Irwanto, I., Redhana, I., & Wahono, B. (2022). Examining perceptions of technological pedagogical content knowledge (TPACK): A perspective from Indonesian pre-service teachers. Jurnal Pendidikan IPA Indonesia, 11(1), 142-154. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/32366

Jang, S. J., & Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4). https://doi.org/10.14742/ajet.282

Jordan, K. (2011). Beginning teacher knowledge: results from a self-assessed TPACK survey. Australian Educational Computing, 26(1), 16-26. https://search.informit.org/doi/abs/10.3316/aeipt.188250

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV

Koehler, M. J., Mishra, P., Bouck, E. C., DeSchryver, M., Kereluik, K., Shin, T. S., & Wolf, L. G. (2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6(2), 146-163. https://doi.org/10.1504/IJLT.2011.042646

Koh, J. H. L., & Chai, C. S. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. http://hdl.handle.net/10497/14126

Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers' perceptions of constructivist-oriented TPACK. Journal of Educational Technology and Society, 17(1), 185-196. https://www.jstor.org/stable/jeductechsoci.17.1.185

Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1-21. https://link.springer.com/article/10.1007/s11251-008-9075-4

Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers’ perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22, 325-336. https://link.springer.com/article/10.1007/s10956-012-9396-6

Liu, Q., Zhang, S., & Wang, Q. (2015). Surveying Chinese In-Service K12 Teachers’ Technology, Pedagogy, and Content Knowledge. Journal of Educational Computing Research, 53(1), 55-74. https://doi.org/10.1177/0735633115585926

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher college record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

MoEYS. (2019). Education strategic plan 2019-2023. In: MoEYS Phnom Penh. https://www.globalpartnership.org/sites/default/files/2019-10-education_sector_plan-cambodia.pdf

Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on worldwide knowledge, research, and experience. ICT as a Change Agent for Education. India: Department of Education, University of Kashmir, 1, 13.

OECD. (2020). TALIS 2018 Results (Volume II). https://stats.oecd.org/Index.aspx?DataSetCode=EAG_PERS_RATIO

Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20, 241-263. https://link.springer.com/article/10.1007/s10639-013-9278-4

Scherer, R., Tondeur, J., & Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1-17. https://doi.org/10.1016/j.compedu.2017.04.012

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14. https://doi.org/10.1177/002205741319300302

Thompson, A. D., & Mishra, P. (2007). Editors' remarks: Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64. https://www.tandfonline.com/doi/abs/10.1080/10402454.2007.10784583?journalCode=ujdl19

Thy, S., Ly, T., & Ean, S. (2023). Cambodian Upper Secondary School Education amid COVID-19 Pandemic: Challenges and Opportunities (G. Jessica Ed.): Cambodia Development Resource Institute (CDRI). https://cdri.org.kh/publication/cambodian-upper-secondary-school-education-amid-covid-19-pandemic-challenges-and-opportunities

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x

Downloads

PlumX Metrics

Published

2023-09-30

How to Cite

Thy, S., Im, R., & Iwayama, T. (2023). Examining Cambodian high school science teachers’ perception of Technological Pedagogical Content Knowledge (TPACK). Journal of Science and Education (JSE), 4(1), 1-13. https://doi.org/10.56003/jse.v4i1.232