Formazione & insegnamento
ISSN: 2279-7505 | Published: 2024-09-21
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Title: Exploratory Factor Analysis of TPACK: assessing construct validity in the context of Italian future teachers
Abstract: This study examines the reliability and construct validity of the Technological Pedagogical Content Knowledge (TPACK) framework among a sample of 1723 Italian future teachers through exploratory factor analysis (EFA). The analysis initially suggested seven factors as per the original TPACK model, but further examination revealed five coherent factors: two distinct Technological Knowledge (TK) factors, a combined Technological Pedagogical and Content Knowledge factor, a merged Pedagogical Content Knowledge factor, and a distinct Content Knowledge domain. The goodness-of-fit values for the proposed model by EFA were TLI=0.916 and RMSEA=0.061 (90% CI [0.059, 0.062]). These findings affirm the construct validity of some of the putative domains of the TPACK model, while also suggesting that certain domains may need revising for more clarity or distinction on certain items and domains. This study provides valuable insights for the use of TPACK in an Italian and teacher training context.
Keywords: Construct validity; Exploratory Factor Analysis; Future teachers; TPACK
Title: Analisi Fattoriale Esplorativa del TPACK: Valutazione della validità di costrutto nel contesto dei futuri insegnanti italiani
Abstract: Questo studio esamina l'affidabilità e la validità di costrutto del framework Technological Pedagogical Content Knowledge (TPACK su un campione di 1723 futuri insegnanti italiani tramite un'analisi fattoriale esplorativa (EFA). L'analisi inizialmente suggeriva sette fattori come previsto dal modello originale TPACK, ma un esame più approfondito ha rivelato cinque fattori coerenti: due fattori distinti di Conoscenza Tecnologica (TK), un fattore combinato di Conoscenza Tecnologica, Pedagogica e dei Contenuti, un fattore unificato di Conoscenza Pedagogica dei Contenuti e un dominio distinto di Conoscenza dei Contenuti. I valori di goodness-of-fit per il modello proposto dall'EFA erano TLI=0,916 e RMSEA=0,061 (90% CI [0,059, 0,062]). Questi risultati confermano la validità costruttiva di alcuni dei domini presunti del modello TPACK, suggerendo allo stesso tempo che alcuni domini potrebbero necessitare di revisioni per una maggiore chiarezza o distinzione di alcuni elementi e domini. Questo studio fornisce preziose intuizioni per l'uso del TPACK nel contesto italiano e nella formazione degli insegnanti.
Keywords: Analisi fattoriale esplorativa; Futuri insegnanti; TPACK; Validità di costrutto
Title: Analyse factorielle exploratoire du TPACK: évaluation de la validité de la construction dans le contexte des futurs enseignants italiens
Abstract: Cette étude examine la fiabilité et la validité de construction du cadre technologique de connaissances sur le contenu pédagogique (TPACK) parmi un échantillon de 1723 futurs enseignants italiens grâce à l'analyse factorielle exploratoire (EFA).L'analyse a initialement suggéré sept facteurs conformément au modèle TPACK d'origine, mais un examen plus approfondi a révélé cinq facteurs cohérents: deux facteurs de connaissance technologique distincts (TK), un facteur de connaissances pédagogique et de contenu technologique combiné, un facteur de connaissance de contenu pédagogique fusionné et un domaine de connaissances de contenu distinct.Les valeurs de qualité d'ajustement pour le modèle proposé par EFA étaient TLI = 0,916 et RMSEA = 0,061 (IC à 90% [0,059, 0,062]).Ces résultats affirment la validité de construction de certains des domaines putatifs du modèle TPACK, tout en suggérant que certains domaines peuvent nécessiter une révision pour plus de clarté ou de distinction sur certains éléments et domaines.Cette étude fournit des informations précieuses pour l'utilisation du TPACK dans un contexte de formation italienne et des enseignants. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Validité de construction;Analyse factorielle exploratoire;Futurs enseignants;Tpack
Title: Análisis Factorial Exploratorio del TPACK: evaluación de la validez de constructo en el contexto de los futuros maestros italianos
Abstract: Este estudio examina la fiabilidad y la validez de constructo del marco de Conocimiento Tecnológico Pedagógico del Contenido (TPACK) entre una muestra de 1.723 futuros maestros italianos mediante un análisis factorial exploratorio (AFE). El análisis sugirió inicialmente siete factores según el modelo original del TPACK, pero un examen adicional reveló cinco factores coherentes: dos factores distintos de Conocimiento Tecnológico (TK), un factor combinado de Conocimiento Tecnológico Pedagógico y del Contenido, un factor fusionado de Conocimiento Pedagógico del Contenido y un dominio distinto de Conocimiento del Contenido. Los valores de bondad de ajuste para el modelo propuesto por el AFE fueron TLI = 0.916 y RMSEA = 0.061 (IC del 90% [0.059, 0.062]). Estos hallazgos confirman la validez de constructo de algunos de los dominios propuestos del modelo TPACK, mientras que también sugieren que ciertos dominios pueden necesitar revisión para una mayor claridad o distinción en algunos elementos y dominios. Este estudio proporciona valiosas ideas para el uso del TPACK en el contexto italiano y de formación de maestros.
Keywords: Análisis factorial exploratorio; Futuros maestros; TPACK; Validez de constructo
Title: Análise Fatorial Exploratória do TPACK: avaliando a validade de construto no contexto de futuros professores italianos
Abstract: Este estudo examina a confiabilidade e a validade de construto do modelo de Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK) em uma amostra de 1.723 futuros professores italianos por meio de uma análise fatorial exploratória (AFE). A análise inicialmente sugeriu sete fatores de acordo com o modelo original do TPACK, mas uma análise mais aprofundada revelou cinco fatores coerentes: dois fatores distintos de Conhecimento Tecnológico (TK), um fator combinado de Conhecimento Tecnológico Pedagógico e do Conteúdo, um fator fundido de Conhecimento Pedagógico do Conteúdo e um domínio distinto de Conhecimento do Conteúdo. Os valores de ajuste para o modelo proposto pelo AFE foram TLI = 0.916 e RMSEA = 0.061 (IC de 90% [0.059, 0.062]). Esses achados confirmam a validade de construto de alguns dos domínios propostos do modelo TPACK, ao mesmo tempo que sugerem que certos domínios podem precisar de revisão para maior clareza ou distinção em certos itens e domínios. Este estudo oferece insights valiosos para o uso do TPACK no contexto italiano e de formação de professores.
Keywords: Análise fatorial exploratória; Futuros professores; TPACK; Validade de construto
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