NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1217703
Record Type: Journal
Publication Date: 2019-Jul
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0735-6331
Exploring the Relationship between Self-Regulation and TPACK of Taiwanese Secondary In-Service Teachers
Chen, Yang-Hsueh; Jang, Syh-Jong
Journal of Educational Computing Research, v57 n4 p978-1002 Jul 2019
Although self-regulation (SR) has been regarded as an important factor of teachers' learning and professional development, its relationship with teachers' knowledge for teaching (Technological, Pedagogical, and Content Knowledge, TPACK) remains unclear. The purpose of this study was to explore the interrelationship between Taiwanese secondary in-service teachers' SR and TPACK in the national context (N = 386). Descriptive analysis, Pearson's bivariate correlation, and canonical correlational analysis were used to examine the interrelationship between the two sets of variables. Results showed that teachers scored highest on monitoring capability and controlling capability (MC/CC) but lowest on Information and Communications Technology (ICT)-related SR. Moreover, the participants scored greatest on Content Knowledge (CK) but lowest on Technology Knowledge (TK) and Technological Pedagogical Content Knowledge (TPCK). In-service teachers' MC/CC and Reflection Capability correlated higher with CK and pedagogical content knowledge (PCK) but lower with TK and TPCK. Conversely, ICT was associated more significantly with TK and TPCK but less significantly with CK and PCK. Implications of this study were provided along with suggestions.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A