EXPLORING TEACHERS#39; SELF-EFFICACY TOWARD THE WEB PEDAGOGICAL CONTENT KNOWLEDGE IN TAIWAN--完整版--.docVIP

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EXPLORING TEACHERS#39; SELF-EFFICACY TOWARD THE WEB PEDAGOGICAL CONTENT KNOWLEDGE IN TAIWAN--完整版--.doc

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EXPLORINGTEACHERS

Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan Min-Hsien Lee National Taiwan Normal University Chin-Chung Tsai National Taiwan University of Science and Technology Chun-Yen Chang National Taiwan Normal University Please address all correspondence to: Min-Hsien Lee National Taiwan Normal University Department of Earth Sciences No. 88, Sec. 4, Ting-Chou Rd., Wunshan District, Taipei, Taiwan 11677 Tel: 886-2-2730-3219 Fax: 886-2-2730-3222 E-mail: minhsien@.tw Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008 Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan The major purpose of this study is to investigate the teachers’ self-efficacy toward Web Pedagogical Content Knowledge (WPCK). The Web Pedagogical Content Knowledge Scale (WPCKS) was developed to explore teachers’ self-efficacy toward WPCK and to additionally assess their attitudes toward the Web-based instruction. The participants in this study were 558 teachers from elementary school to high school in Taiwan. Both exploratory and confirmatory factor analyses indicated that the WPCKS has satisfactory validity and reliability measures. The results suggested the shortage of teachers’ general knowledge about Web-related pedagogy. The correlations between teachers’ self-efficacy toward the WPCK, their attitudes regarding the Web-based instruction, and their background variables (i.e., age, years of teaching, Web experience, and experience of Web-related instruction) were also examined. Over the past decades, one of the important issues for educational reform and innovations is the integration of technology into education (e.g., AAAS, 1998). Several studies in the area of educational technology have proposed the “Technological Pedagogical Content Knowledge” (TPCK) by building on Shulman’s idea of “pedagogical content knowledge” to elaborate teachers’ technology int