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ERIC Number: ED561431
Record Type: Non-Journal
Publication Date: 2013
Pages: 197
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-7741-6
ISSN: N/A
Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge
Robertshaw, M. Brooke
ProQuest LLC, Ph.D. Dissertation, Utah State University
Using a sequential mixed-method methodology, this dissertation study set out to understand the emic and etic perspectives of the knowledge encompassed in the technological pedagogical content knowledge (TPACK) framework and to develop fixed-answer questions based on that knowledge. While there have been many studies examining ways to measure TPACK in in-service and pre-service teachers, very few have addressed measuring TPACK using fixed-answer questions. Through the use of the mixed-methods, a snapshot of the emic (inside) and etic (outside) perspectives on the TPACK framework was obtained. This study used a focus group with in-service teachers (emic perspective) and interviews with teacher educators (etic perspective) to understand the kind of knowledge attributed to the TPACK framework. Six themes were derived from the focus group and interviews, from which 11 fixed-answer questions were developed. Those six themes included such issues as access to technology, the use of technology for solid teaching and learning purposes, and passive versus active learning when using technology. Following best practices, the eleven questions included a scenario that gave context to the questions asked and the answers provided. In-service teachers reviewed the items to assure that the language and context were appropriate to classroom practice. Four experts on the TPACK framework reviewed the items for face validity. Across the experts six of the eleven items were rated as valid. Although only the experts saw a small number of items as valid, this study indicates that this kind of measurement for the TPACK framework may be possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A