{"id":1807,"date":"2021-12-16T16:03:10","date_gmt":"2021-12-16T21:03:10","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1807"},"modified":"2021-12-16T16:03:10","modified_gmt":"2021-12-16T21:03:10","slug":"1807","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1807","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Lai, T-L., &amp; Lin, H-F. (2018). An investigation of the relationship of beliefs, values and\u00a0technological pedagogical content knowledge among teachers.\u00a0<em>Technology, Pedagogy and Education<\/em>, <em>27<\/em>(4), 445-458. <a href=\"https:\/\/doi.org\/10.1080\/1475939X.2018.1496137\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/1475939X.2018.1496137<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract: \u201cThe purpose of this study was to investigate the relationship among student-centred beliefs, technology value beliefs and technological pedagogical content knowledge (TPACK) in junior high school mathematics teachers. A survey was administered to 408 teachers in Taiwan. Regression analysis results showed that teachers\u2019 student-centred beliefs and technology values were significantly correlated with TPACK. MANOVA results found that teachers with high student-centred pedagogical beliefs may not have high technology values, and teachers with lower student-centred pedagogical beliefs may not have lower TPACK. Implications for professional development and suggestions regarding teachers\u2019 beliefs and TPACK are discussed.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lai, T-L., &amp; Lin, H-F. (2018). An investigation of the relationship of beliefs, values and\u00a0technological pedagogical content knowledge among teachers.\u00a0Technology, Pedagogy and Education, 27(4), 445-458. https:\/\/doi.org\/10.1080\/1475939X.2018.1496137 Abstract: \u201cThe purpose of this study was to investigate the relationship among student-centred beliefs, technology value beliefs and technological pedagogical content knowledge (TPACK) in&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1807\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[234,235,396,499,913],"coauthors":[2301],"class_list":["post-1807","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-taiwan","tag-student-centered-learning-2","tag-teacher-belief","tag-mathematics-teachers","tag-regression-analysis","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1807","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1807"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1807\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1807"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1807"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1807"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1807"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}