High School Students’ Perceptions of English Teachers’ Knowledge in Technology-Supported Class Environments
This study used a structural equation model to investigate the endogenous structure of high school students’ perceptions of the knowledge possessed by English teachers who handle technology-supported classes in Taiwan. We developed a validated survey composed of four constructs, namely, subject matter knowledge (SMK, 5 items), knowledge of students’ understanding (KSU, 4 items), technological knowledge (TK, 6 items), and technological pedagogical content knowledge (TPACK, 6 items). The survey was administered to 287 respondents from four target English teachers’ classes at the end of the semester in January 2015. Further analysis based on the structural equation model indicates that students’ perceptions of teachers’ TK and KSU directly affect TPACK. SMK and KSU are indirectly related to TPACK with the association significantly mediated by TK.
KeywordsTechnological pedagogical content knowledge (TPACK) Students’ perceptions Technology knowledge (TK) English teachers
This research project was supported in part by the National Science Council, Taiwan; Grant No. NSC 102-2511-S-110-004-MY2.
Compliance with Ethical Standards
Conflict of interest
We declare that we have no conflicts of interest.
This study involved only voluntary participation. We have obtained informed consent from study participants who were also informed they can stop participating at any time and participating in the study will not affect their grades. All the information collected from this study is kept confidential.
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