Exploring the Changes in In-service Teachers’ Perceptions of Technological Pedagogical Content Knowledge and Efficacy for ICT Design Thinking

Abstract

The present study explores the changes in teachers’ perceptions of technological pedagogical content knowledge (TPACK), and their efficacy for ICT design thinking. The TPACK survey and the Technological Pedagogical Content Design survey (TPCD) were administered to 100 Singaporean in-service teachers who participated in a three-day professional development session for ICT mentors. The TPACK-MLS has seven scales, including content knowledge (CK), pedagogical knowledge (PK), Pedagogical content knowledge (PCK), technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and technological pedagogical content knowledge (TPACK). The TPCD has two scales, including design practice (DP), and design disposition (DD). The results shows that through the workshop activities, the teachers had significant positive change in their perceptions of pedagogical knowledge (PK), technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), technological pedagogical content knowledge (TPACK). The professional development sessions also enhanced the teachers’ perception about their design practice (DP) and design disposition (DD).