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Development of a scale of teachers’ perceived training quality from the perspective of TPACK

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  • Jielin Yang

    (Henan University)

  • Hongju Wei

    (Henan Normal University)

Abstract

The main purpose of this study is to develop the Teachers’ Perceived Training Quality Scale from the perspective of technological pedagogical and content knowledge (TPACK), which includes technological knowledge, pedagogical knowledge, and content knowledge and their interaction. On the basis of reading and referring to the relevant literature and assessing the actual situation of teachers and teaching in China, the items of the Teachers’ Perceived Training Quality Scale were developed. The scale was revised several times on the basis of suggestions from several experts and potential survey respondents, and the final scale featured seven dimensions and 33 items on a five-point Likert scale. The validity and reliability of the scale were verified with a sample of 426 K-12 teachers in Henan, China. Explanatory factor analysis, confirmatory factor analysis, and item discrimination were also conducted. The results indicated that the scale is reliable and valid for evaluating the quality of teacher training and may be conducive to further research.

Suggested Citation

  • Jielin Yang & Hongju Wei, 2025. "Development of a scale of teachers’ perceived training quality from the perspective of TPACK," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-7, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-024-04271-z
    DOI: 10.1057/s41599-024-04271-z
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    References listed on IDEAS

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    1. Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, vol. 95(7-8), pages 798-812, August.
    2. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood," American Economic Review, American Economic Association, vol. 104(9), pages 2633-2679, September.
    3. Ome, Alejandro & Menendez, Alicia & Elise Le, Huyen, 2017. "Improving teaching quality through training: Evidence from the Caucasus," Economics of Education Review, Elsevier, vol. 61(C), pages 1-8.
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