Examining the relationships between inservice teachers’ technology and nontechnology related knowledge of TPACK

Abstract

This study examined the relationships between Singaporean in-service teachers’ technology and non-technology related knowledge aspects of technological pedagogical content knowledge (TAPCK) through second order factor analysis. The technology related knowledge aspects involved TPCK, TCK, TPK and TK, and the non technology related knowledge aspects included the CK, PCK and PK. A survey was conducted to for 262 in-service teachers. The results revealed that teachers with better performance in applying ICT to their teaching had higher pedagogical, content, and pedagogical and content knowledge. This implies that the technology related knowledge aspect may play an important role in improving teachers’ pedagogical and content knowledge for teacher professional development.