A Structural Model for Relationship between Web Pedagogic Content Knowledge and Technology Acceptance of Preservice Teachers

Volume 7 - Issue 1
Sacide Güzin MAZMAN AKAR
Pages: 1-14 Download Count : 392 View Count: 671 DOI Number 10.17220/mojet.2019.01.001 Facebook Share on Google+ Save to Zotero Save to Mendeley

Abstract:


The purpose of this study is to test the structural relationship between web pedagogic content knowledge and technology acceptance of preservice teachers. 235 preservice teachers from different programmes participated to study; a 4- year Bachelor of Education and a Pedagogic Formation Certificate Program. Data were collected by a questionnaire which comprised of three sections, 1) demographic characteristics, 2) Teacher Technology Acceptance Measure (T-TAM) and 3) Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey. Technology acceptance of teachers comprised of 6 subscales, while Web pedagogic content knowledge comprised of 5 subscales. The structural model was tested by structural equation modeling. The results showed that model was in a good fit. TPCK-W was found to be significantly determined by T-TAM. T-TAM explained the 76% of the variance of TPCK-W.

Keywords

  • technology acceptane
  • Web pedagogical content knowledge
  • structural model
  • preservice teachers
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