Exploring secondary school teachers' TPACK for video-based flipped learning: the role of pedagogical beliefs

Ying-Tien Wu; Ching-Sing Chai; Li-Jen Wang

doi:10.1007/s10639-022-10977-x

Exploring secondary school teachers' TPACK for video-based flipped learning: the role of pedagogical beliefs

Educ Inf Technol (Dordr). 2022;27(6):8793-8819. doi: 10.1007/s10639-022-10977-x. Epub 2022 Mar 15.

Authors

Ying-Tien Wu¹, Ching-Sing Chai², Li-Jen Wang³

Affiliations

¹ Graduate Institute of Network Learning Technology, National Central University, Taoyuan City, Taiwan.
² Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, Hong Kong.
³ Language Teaching and Research Center, National Yang Ming Chiao Tung University, Hsinchu city, Taiwan.

Abstract

Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers' technological pedagogical content knowledge (TPACK) for video-based flipped learning is still under-explored. A TPACK-VFL questionnaire for assessing teachers' TPACK for VFL was developed and validated with both EFA and CFA in this study to fill the research gap. After instrument development and validation, a total of 211 secondary school teachers' TPACK for VFL, their pedagogical beliefs, and the role of teacher pedagogical beliefs on their TPACK for VFL were explored in this study. The results showed that the secondary school teachers in this study generally expressed sufficient confidence in their TPACK for VFL. They tended to have strong learner-centered pedagogical beliefs and moderate teacher-centered pedagogical beliefs. Besides, compared with the senior high school teachers, the junior high school teachers showed significantly higher confidence in their technological pedagogical content knowledge (TPACK) for VFL (p < 0.05). This study also found that the teachers' learner-centered pedagogical belief was significantly correlated with their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) (p < 0.05). In contrast, their teacher-centered pedagogical belief was significantly correlated with their TCK, TPK, and TPACK (p < 0.05). Cluster analysis was conducted based on the teachers' pedagogical beliefs, which yielded three groups: the Learner-centered Group, the Double-emphasis Group, and the Neutral Group. A series of ANOVA confirmed that the three groups of teachers significantly differed in their CK, PK, PCK, and TPACK (p < 0.05), indicating that teachers' pedagogical beliefs played a role in their TPACK for VFL. A series of post hoc analyses further revealed that, in general, the teachers in the Double-emphasis Group (i.e., those teachers who held both strong learner-centered and teacher-centered pedagogical beliefs) showed better TPACK for VFL.

Keywords: Flipped learning; Pedagogical beliefs; Secondary teachers; TPACK.