TPACK in Special Education Schools for SVI: A Comparative Study between Taiwanese and Chinese in-service Teachers

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题名:	TPACK in Special Education Schools for SVI: A Comparative Study between Taiwanese and Chinese in-service Teachers
作者:	Huang, K.Y.;Huang, K.Y.;Chen, Y.- H.;Chen, Y.- H.;張世忠;Jang, S.-J.
贡献者:	通識教育中心
日期:	2022-04-01
上传时间:	2023-03-29 01:19:44 (UTC+0)
出版者:	亞洲大學
摘要:	While Technological, Pedagogical, and Content Knowledge (TPACK) has been studied in many domains, its application in special education remains limited. This study examined the TPACK of in-service teachers at special education schools for students with visual impairments (SVI, N = 415) and further compared the TPACK of Taiwanese and Chinese teachers. Based on both Taiwanese and Chinese samples, we revised and validated a TPACK survey for teachers in special education schools for SVI. Results showed that special education schools for SVI teachers knew content knowledge and teaching strategies better, however, they were less knowledgeable about technological tool applications. Furthermore, Chinese teachers scored higher than Taiwanese teachers in terms of integrated knowledge (TCK/TPACK) and content knowledge and teaching strategies (CKS). Implications were put forward regarding school leadership, peer sharing, and interactions between Taiwanese and Chinese special education in-service teachers.
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