Abstract Research in the area of educational has claimed that Web tech technology has driven online pedagogy such that teachers need to know how to use Web nology to assist technology their teaching. This study provides a framework for understanding teachers' Content while inte Technological Pedagogical Knowledge-Web (TPCK-W), grating Web technology into their pedagogical practice. Furthermore, contemporary educational researchers have highlighted the significance of teachers' con self-efficacy, as the teachers' ceptualized perceptions of their own competence at teaching, and related to instructional effectiveness. strategies as well as teaching The major purpose of this study was to investigate teachers' in terms of their TPCK-W. perceived self-efficacy This study aimed to develop a new questionnaire, the Technological Content namely Pedagogical Survey to explore teachers' in terms of their Knowledge-Web (TPCK-W) self-efficacy to assess their attitudes toward Web-based instruction. The TPCK-W, and additionally participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and confirmatory factor analyses indicated that the TPCK-W characteristics. The survey developed in this study has satisfactory validity and reliability results indicate a lack of general about Web-related the knowledge pedagogy amongst teachers surveyed. The correlations between teachers' in terms of their TPCK self-efficacy W, their attitudes Web-based regarding instruction, and their background variables were also examined. Correlations were found between and positive attitudes to self-efficacy web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy with respect to TPCK-W.
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