期刊
EDUCATIONAL STUDIES
卷 47, 期 6, 页码 734-750出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03055698.2020.1729099
关键词
TPACK; game-based learning; teacher education; games
资金
- Taiwan Ministry of Science and Technology [MOST 108-2511-H-003-004-MY3, MOST 106-2628-S-020 -001 MY3, MOST 105-2511-S-003-052-MY3]
- Institute for Research Excellence in Learning Sciences of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program
The study found that junior teachers tended to have higher game knowledge, game content knowledge, and game pedagogical content knowledge compared to senior teachers. When predicting teachers' actual teaching usage, junior teachers relied more on their game pedagogical content knowledge, while senior teachers relied more on their game pedagogical knowledge.
This study aimed to investigate differences in junior and senior (categorised by their years of teaching experience) elementary school teachers' perceptions of the Technological Pedagogical Content Knowledge - Games (TPACK-G), attitudes towards game, and actual teaching usage. It also aimed to probe how each of the two groups' TPACK-G perceptions predicted their attitudes towards games and actual teaching usage. 376 in-service teachers in Taiwan filled out the questionnaire consisting of game knowledge (GK), game pedagogical knowledge (GPK), game content knowledge (GCK), game pedagogical content knowledge (GPCK), attitudes towards games (AT), and actual teaching usage (AU). The results showed that junior teachers tended to have higher GK, GCK and GPCK than the seniors. GK alone might not be sufficient to predict the teachers' actual teaching usage. To predict teachers' actual teaching usage, the junior teachers might rely on their GPCK, whereas the senior teachers might rely on their GPK.
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