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Exploring Secondary School Teachers' TPACK for Video-Based Flipped Learning: The Role of Pedagogical Beliefs

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Title: Exploring Secondary School Teachers' TPACK for Video-Based Flipped Learning: The Role of Pedagogical Beliefs
Language: English
Authors: Wu, Ying-Tien (ORCID 0000-0001-9494-2848), Chai, Ching-Sing, Wang, Li-Jen
Source: Education and Information Technologies. Jul 2022 27(6):8793-8819.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Secondary School Teachers, Pedagogical Content Knowledge, Technological Literacy, Video Technology, Flipped Classroom, Teacher Attitudes, Self Efficacy
DOI: 10.1007/s10639-022-10977-x
ISSN: 1360-2357
1573-7608
Abstract: Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers' technological pedagogical content knowledge (TPACK) for video-based flipped learning is still under-explored. A TPACK-VFL questionnaire for assessing teachers' TPACK for VFL was developed and validated with both EFA and CFA in this study to fill the research gap. After instrument development and validation, a total of 211 secondary school teachers' TPACK for VFL, their pedagogical beliefs, and the role of teacher pedagogical beliefs on their TPACK for VFL were explored in this study. The results showed that the secondary school teachers in this study generally expressed sufficient confidence in their TPACK for VFL. They tended to have strong learner-centered pedagogical beliefs and moderate teacher-centered pedagogical beliefs. Besides, compared with the senior high school teachers, the junior high school teachers showed significantly higher confidence in their technological pedagogical content knowledge (TPACK) for VFL (p < 0.05). This study also found that the teachers' learner-centered pedagogical belief was significantly correlated with their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) (p < 0.05). In contrast, their teacher-centered pedagogical belief was significantly correlated with their TCK, TPK, and TPACK (p < 0.05). Cluster analysis was conducted based on the teachers' pedagogical beliefs, which yielded three groups: the Learner-centered Group, the Double-emphasis Group, and the Neutral Group. A series of ANOVA confirmed that the three groups of teachers significantly differed in their CK, PK, PCK, and TPACK (p < 0.05), indicating that teachers' pedagogical beliefs played a role in their TPACK for VFL. A series of post hoc analyses further revealed that, in general, the teachers in the Double-emphasis Group (i.e., those teachers who held both strong learner-centered and teacher-centered pedagogical beliefs) showed better TPACK for VFL.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1346269
Database: ERIC
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  Data: Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers&#39; technological pedagogical content knowledge (TPACK) for video-based flipped learning is still under-explored. A TPACK-VFL questionnaire for assessing teachers&#39; TPACK for VFL was developed and validated with both EFA and CFA in this study to fill the research gap. After instrument development and validation, a total of 211 secondary school teachers&#39; TPACK for VFL, their pedagogical beliefs, and the role of teacher pedagogical beliefs on their TPACK for VFL were explored in this study. The results showed that the secondary school teachers in this study generally expressed sufficient confidence in their TPACK for VFL. They tended to have strong learner-centered pedagogical beliefs and moderate teacher-centered pedagogical beliefs. Besides, compared with the senior high school teachers, the junior high school teachers showed significantly higher confidence in their technological pedagogical content knowledge (TPACK) for VFL (p &lt; 0.05). This study also found that the teachers&#39; learner-centered pedagogical belief was significantly correlated with their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) (p &lt; 0.05). In contrast, their teacher-centered pedagogical belief was significantly correlated with their TCK, TPK, and TPACK (p &lt; 0.05). Cluster analysis was conducted based on the teachers&#39; pedagogical beliefs, which yielded three groups: the Learner-centered Group, the Double-emphasis Group, and the Neutral Group. A series of ANOVA confirmed that the three groups of teachers significantly differed in their CK, PK, PCK, and TPACK (p &lt; 0.05), indicating that teachers&#39; pedagogical beliefs played a role in their TPACK for VFL. A series of post hoc analyses further revealed that, in general, the teachers in the Double-emphasis Group (i.e., those teachers who held both strong learner-centered and teacher-centered pedagogical beliefs) showed better TPACK for VFL.
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        Value: 10.1007/s10639-022-10977-x
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Video Technology
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      – SubjectFull: Flipped Classroom
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      – TitleFull: Exploring Secondary School Teachers' TPACK for Video-Based Flipped Learning: The Role of Pedagogical Beliefs
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