Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education: A Summary

The paper entitled developing a TPCK-SRL assessment scheme for conceptually advancing technology in education was written by Zehavit Cohen and Bracha Kramarski from Bar-Ilan University, Israel. Th paper was submitted for Elsevier Journal studies in educational evaluation in 2012.

The paper was about TPCK and Self-Regulated Learning (SRL)of 9 preservice teachers in Israel. In that paper, the writers followed the new TPCK-SRL approach that emerged from the transformative approach and shares its view of TPCK as a body of knowledge that goes beyond the integration of constituent bases toward their transformation into something new. The SRL refers to the cyclical stage process what the so-called comprising forethought, action and performance, and reflection (Zimmerman, 2000). In that process, learners asked themselves what, how, when, and why questions. 

Researchers also indicated that although TPCK has significant implications for the education of the teachers and their professional development, its attainment remains complex. The researchers used some tools in developing TPCK-SRL assessment, such as questionnaires, integrative approach and reflection. The study was aimed to develop a structural conceptual TOCK-SRL scheme for assessing teachers' ability to integrate SRL considerations and to test the scheme's reliability and validity as a practical tool for measuring the effects of teacher education. 

The main hypotheses were used a scheme to analyze preservice teachers' TPCK lesson designs will reveal a specific map by providing content validity and to find the significant quantitative differences between pretest and posttest TPCK lesson designs on preservice teachers' level of TPCK-SRL ability in TPCK-SRL components. Teachers started to shift their attention from the self to the design of instruction and then to students learning. The researchers used mapping and coding to analyze the data. They ranked the TPCK components from the highest to the lowest. There were also 9 Israeli preservice teachers from different subject matters discipline as the participants of the research. They are 2 males and 7 females who studied in a joint mandatory first-year course, teaching and learning methods (12 weekly 2-h workshops). The students were asked to design a lesson plan and then they devoted to develop the benchmarks comprising quantitative discrimination of the coding levels. 

Inter-judge reliability was calculated between two expert judges three times and the result showed that it has high inter-judges reliabilities. To measure the sensitivity in assessing differences in teachers' ability, the researchers analyzed ost data by comparing the designs and used MANOVA and X square. It resulted that differences were accepted between two intervals in both types of analysis. The research indicated that TPCK-SRL scheme comprised a sensitive tool for assessing preservice teachers development over time of the ability to design lessons that integrate technology-SRL and pedagogy-SRL components whereas there are no differences in content-SRL.  The research also suggested for further research to investigate additional elements of teachers' professional work and competencies for TPCK-SRL and intervention effects in teachers' program incorporated with TPCK-SRL.