Mahato, R. C., & Sen, S. (2023). Relationship among contexts knowledge (CK1), technological pedagogical content knowledge (TPCK) and attitude towards creative teaching for pre-service trainee teachers: A study on mathematics method subject. International Journal of Creative Research Thoughts (IJCRT), 11(4), 301-314. http://ijcrt.org/viewfull.php?&p_id=IJCRT2304393 Abstract: “Present study is dealt with the determination…
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Foulger, T.S., Buss, R.R. & Su, M. (2021). The IT2 survey: Contextual knowledge (XK) influences on teacher candidates’ intention to integrate technology. Education Technology Research and Development, 69(5), 2729–2760. https://doi.org/10.1007/s11423-021-10033-4 Abstract: “Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher candidates’ intention to integrate technology into…
Comments closedBrianza, E., Schmid, M., Tondeur, J., & Petko, D. (2022). Situating TPACK: A systematic literature review of context as a domain of knowledge. Contemporary Issues in Technology and Teacher Education, 22(4), 707-753. https://www.learntechlib.org/primary/p/221446/ Abstract: “The technology, pedagogy, and content knowledge (TPACK) framework describes seven domains of knowledge that teachers rely…
Comments closedGozali, I., & Cahyono, B. Y. (2022). Students’ perspective on the importance of EFL teachers’ TPACK (technological pedagogical content knowledge) and XK (contextual knowledge) for learning English during the pandemic. PASAA Journal, 64, 244-277. https://sinta.kemdikbud.go.id/authors/profile/6731563 Abstract: “To date, Technological Pedagogical Content Knowledge (TPACK) seems to be the most widely-used framework…
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