Adaptation and validation of the TPACK Scale in Teacher Training for Distance Education

Authors

DOI:

https://doi.org/10.55777/rea.v18i35.5929

Keywords:

Distance Education, Likert Scale, Teacher Training, TPACK

Abstract

This study describes the process of construction, validation and evaluation of the metric quality of a scale based on the TPACK (Technological Pedagogical Content Knowledge) framework, developed to collect data regarding the students' self-reported TPACK knowledge levels during an initiation course in teaching in distance education (DE). After a bibliographic review of articles that were closest to the objectives of this investigation was made, two questionnaires were selected and translated from English to Portuguese. Based on adapted and original questions, following a logical, sequential and progressive structure in their degree of complexity, the first version of the questionnaire was constructed, with questions organized on a Likert scale from 1 to 5 points. The validation was performed by three experts in the field, generating its final version, with 41 items, applied to a sample of 100 participants. Subsequently, the data were imported into the IBM SPSS software for application of the appropriate statistical tests. The metric quality of the scale was evaluated considering the criteria of validity, sensitivity and reliability. The results revealed good metric quality indices, thus being able to be used with other student samples, allowing the development of new validation processes, in order to confirm its robustness.

Downloads

Download data is not yet available.

Author Biographies

Priscilla Ramos Lara Ribeiro Ribeiro, Universidade de Lisboa, Portugal

specialist in Educational Systems at the Virtual University of the State of São Paulo (UNIVESP) and a PhD candidate in Education at the University of São Paulo (USP). She has a master's degree in Education from the University of Lisbon (2022) and a degree in Biological Sciences from the Federal University of São Carlos (UFSCar). She works as a tutor in distance learning courses and participates in projects aimed at developing and evaluating pedagogical practices mediated by technology. She has experience in the field of educational technologies, with a focus on teacher training and distance learning. Her main research interests include distance education, initial and continuing teacher training and the use of digital technologies in educational contexts.

José Manuel Nunes Piedade, Universidade de Lisboa, Portugal

Assistant Professor at the Institute of Education of the University of Lisbon (IEUL) and a researcher at the Research and Development Unit in Education and Training (UIDEF). He is a member of the School Council and the Competence Center for Technologies and Innovation at IEUL and coordinates the Scientific Committee of the Master's in Informatics Teaching. He holds a PhD in Education (2017), with a specialization in ICT in Education, a Master’s in Technologies and Methodologies in eLearning (2010), and a degree in Computer Engineering (2006). Since 2010, he has been involved in initial teacher education and postgraduate programs. His research interests include Technology-Enhanced Learning, Online Learning, Computer Science Education, Informatics Teacher Education, Computational Thinking, and Artificial Intelligence in Education. He is the author or co-author of over 80 scientific publications and has supervised postdoctoral projects, doctoral theses, and dozens of master’s dissertations.

References

Almeida, M. E. B. (2010). Transformações no trabalho e na formação docente na educação a distância on-line. Em Aberto, 23(84), 67-77.

Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary issues in technology and teacher education, 9(1), 71-88.

Archambault, L. (2016). Exploring the use of qualitative methods to examine TPACK. Handbook of technological pedagogical content knowledge (TPACK) for educators, 2, (pp. 65-86).

Bagheri, M. (2020). Validation of Iranian EFL Teachers' Technological Pedagogical Content Knowledge (TPACK) Scale. The Electronic Journal for English as a Second Language, 24(2), 1-20.

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). Handbook of technological pedagogical content knowledge (TPACK) for educators, 2, (pp. 87-106).

Corrar, L. J., Paulo, E., & Dias Filho, J. M. (2007). Análise multivariada para os cursos de administração, ciências contábeis e economia. Atlas.

Da Silva, M. I. P., & Goulart, M. B. (2021). Instrumentos de avaliação do Technological Pedagogical Content Knowledge na formação inicial de professores: Uma revisão sistemática. Brazilian Journal of Development, 7(1), 3271-3285. https://doi.org/10.34117/bjdv7n1-221

Jalani, G., Hussain, S., Amin, N., & Hussain, D. (2021). Self-Assessment of Prospective Teachers’ Technological Pedagogical and Content Knowledge (TPACK). Journal of Educational Sciences, 8(1), 97-116. https://doi.org/10.52587/jesar.08.01.08

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV

Lee, M.H., & Tsai, C.C. (2010). Exploring teachers perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1–21. https://doi.org/10.1007/s11251-008-9075-4

Lima, G. M. R. (2009). Criação e validação de um questionário de satisfação com a avaliação de desempenho [Master’s thesis, Instituto Superior de Ciências do Trabalho e da Empresa]. Repositório do ISCTE-IUL. http://hdl.handle.net/10071/2085

Marôco, J. (2011). Análise estatística com o SPSS Statistics (5ª ed.). Report Number.

Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76-78. https://doi.org/10.1080/21532974.2019.1588611

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Oliveira, E., & Pirillo, N. (2021). Conhecimento de Conteúdo na formação de professores a distância: análises com base no TPACK Survey. Revista de Estilos de Aprendizaje, 14(28), 150-165.

Ribeiro P., & Piedade, J. (2021). Revisão sistemática de estudos sobre TPACK na formação de professores no Brasil e em Portugal. Revista Educação em Questão, 59(59), 01-26. https://doi.org/10.21680/1981-1802.2021v59n59ID24458.

Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, Artigo 103967. https://doi.org/10.1016/j.compedu.2020.103967

Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, Artigo 106586. https://doi.org/10.1016/j.chb.2020.106586

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544

Scott, K. C. (2021). A review of faculty self-assessment TPACK instruments (January 2006–March 2020). International Journal of Information and Communication Technology Education (IJICTE), 17(2), 118-137. https://doi.org/10.4018/IJICTE.2021040108

Scott, K. C., & Nimon, K. (2020). Construct validity of data from a TPACK self-assessment instrument in 2-year public college faculty in the United States. Journal of Research on Technology in Education, 53(4), 427-445. https://doi.org/10.1080/15391523.2020.1790444

Su, M., & Foulger, T. (2019). We aren’t there yet: A progression of literature on TPACK measures to assess technology integration. In K. Graziano (Ed.), Proceedings of society for information technology & teacher education international conference. Las Vegas, NV: Association for the Advancement of Computing in Education (AACE), 2534–2542.

Shinas, V. H., Yilmaz-Ozden, S., Mouza, C., Karchmer-Klein, R., & Glutting, J. J. (2013). Examining domains of technological pedagogical content knowledge using factor analysis. Journal of Research on Technology in Education, 45(4), 339-360. https://doi.org/10.1080/15391523.2013.10782609

Vieira, M. F. (2023). Desenvolvimento de Competências Digitais Docentes: Possibilidades na Educação a Distância. Revista de Estilos de Aprendizaje, 16(31), 33-44.

Willermark, S. (2018). Technological pedagogical and content knowledge: A review of empirical studies published from 2011 to 2016. Journal of Educational Computing Research, 56(3), 315-343. https://doi.org/10.1177/0735633117713114

PORTADA_COMITÉ EDITORIAL REA_139-154

Downloads

Published

2025-04-27

How to Cite

Ribeiro, P. R. L. R., & José Manuel Nunes Piedade. (2025). Adaptation and validation of the TPACK Scale in Teacher Training for Distance Education. Journal of Learning Styles, 18(35), 143–159. https://doi.org/10.55777/rea.v18i35.5929

Issue

Vol. 18 No. 35 (2025): Inclusive School: a challenge for distance education

Section

ARTÍCULOS DE INVESTIGACIÓN TEMÁTICA Volumen 18, Número 35 (Abril, 2025)Escuela Inclusiva: un desafío para la educación a distancia

License

By submitting the original, the author(s) declare that they are aware of and accept, in full, the privacy policy as well as the copyright of the Learning Styles Magazine.

The Learning Styles Magazine offers free and open access to its content, completely free of charge, in order to bring scientific research to its readers and society in general. All digital contents are free and open access and are published under a Creative Commons license:

Rights are granted under the Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0) 

The Learning Styles Magazine is an open access journal. Publication of articles or reviews in the Journal does not entitle you to any remuneration. For authors as well as readers, the journal is free Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0).

With this licence, the reproduction and dissemination of the contents of the magazine for educational, social and knowledge transmission purposes is permitted, without any profit motive in mind, provided that the source and authorship are not modified. The licence granted to Learning Styles Magazine allows the copying and distribution of the magazine's contents, as long as the authorship of the work is recognised, correctly specifying the author and the publishing entity. The work may not be used for commercial purposes, nor may it be altered, transformed or generated from this work.

The publication of articles or reviews in the Journal does not give the right to any remuneration.

The Learning Styles Journal invites the author/authors to increase the visibility and scope of their articles published by re-disseminating them in:

- Web spaces and personal networks, as well as in scientific meetings and forums

- Open institutional archives in Universities, educational repositories and Research Centres. 

- Academic and scientific networks (Researchgate, Academia.edu, Plubons, etc.)

All these spaces and publications must include all the bibliographic data of the publication.