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dc.contributor.authorCheng, Kun-Hungen_US
dc.date.accessioned2018-08-21T05:52:56Z-
dc.date.available2018-08-21T05:52:56Z-
dc.date.issued2017-01-01en_US
dc.identifier.issn0958-8221en_US
dc.identifier.urihttp://dx.doi.org/10.1080/09588221.2017.1349805en_US
dc.identifier.urihttp://hdl.handle.net/11536/144112-
dc.description.abstractAn increasing amount of research has focused on the exploration of English as a Foreign Language teachers' technological pedagogical and content knowledge (TPACK). However, in the field of native language teaching, such as Taiwanese, Hakka, Aboriginal languages in Taiwan, few studies have paid attention to understanding the teachers' perceptions of TPACK. A survey was therefore conducted to examine 172 in-service Hakka language teachers' perceptions of TPACK in Taiwan. The survey framework includes seven constructs: content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK. According to the results, although the native language teachers were satisfied with their TPACK on average, they had relatively low confidence in CK, TK, and TPK. While the older male teachers tended to be more confident in their CK, the older female teachers were inclined to have less confidence in their TK. Teaching experience was positively related to the teachers' perceived CK, PK, and PCK. Particularly, the importance of the teachers' TCK, PK, and TK in their synthesized TPACK was identified. This study also provides suggestions for native language teacher training program design in the future.en_US
dc.language.isoen_USen_US
dc.subjectNative languageen_US
dc.subjectteacheren_US
dc.subjectTPACKen_US
dc.subjectgenderen_US
dc.subjectageen_US
dc.subjectteaching experienceen_US
dc.titleA survey of native language teachers' technological pedagogical and content knowledge (TPACK) in Taiwanen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/09588221.2017.1349805en_US
dc.identifier.journalCOMPUTER ASSISTED LANGUAGE LEARNINGen_US
dc.citation.volume30en_US
dc.citation.spage692en_US
dc.citation.epage708en_US
dc.contributor.department傳播與科技學系zh_TW
dc.contributor.departmentDepartment of Communication and Technologyen_US
dc.identifier.wosnumberWOS:000416024100005en_US
Appears in Collections:Articles