Challenges in developing a TPACK survey for preservice mathematics teachers in the Norwegian context
DOI:
https://doi.org/10.7146/nomad.v29i1.144984Abstract
This study explores challenges when adapting and further developing a subject-specific survey based on the Technological pedagogical content knowledge (TPACK) framework in the Norwegian context. Two hundred forty-four preservice teachers from eight institutions across Norway participated in the survey. The most prominent challenges during the adaptation and further development of the survey were related to survey item composition and factor validation due to contextual differences and unclear boundaries between different TPACK domains. After evaluating the reliability and validity, a six-factor survey with 30 items is developed. The implications of this study and direction for further improvement are suggested.
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