Development of a scale of teachers’ perceived training quality from the perspective of TPACK

Abstract

The main purpose of this study is to develop the Teachers’ Perceived Training Quality Scale from the perspective of technological pedagogical and content knowledge (TPACK), which includes technological knowledge, pedagogical knowledge, and content knowledge and their interaction. On the basis of reading and referring to the relevant literature and assessing the actual situation of teachers and teaching in China, the items of the Teachers’ Perceived Training Quality Scale were developed. The scale was revised several times on the basis of suggestions from several experts and potential survey respondents, and the final scale featured seven dimensions and 33 items on a five-point Likert scale. The validity and reliability of the scale were verified with a sample of 426 K-12 teachers in Henan, China. Explanatory factor analysis, confirmatory factor analysis, and item discrimination were also conducted. The results indicated that the scale is reliable and valid for evaluating the quality of teacher training and may be conducive to further research.