PEN Academic Publishing   |  ISSN: 1308 - 951X

Original article | International Journal of Research in Teacher Education 2020, Vol. 11(2) 18-34

The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar

Winthinzar Kyaw

pp. 18 - 34   |  Manu. Number: ijrte.2020.002

Published online: June 30, 2020  |   Number of Views: 13  |  Number of Download: 41


Abstract

Abstract

The purpose of this study was to investigate the practice of technological pedagogical content knowledge (TPACK) of teacher educators (N=108) in three Education Colleges in Myanmar. A quantitative survey research design focusing on a set of questionnaires was used. The results showed that there were no significant differences in the TPACK-based practices of teacher educators in terms of their Education College, experience, degree, rank, department and gender. However, significant differences were unearthed in their practices of technological knowledge according to their experience and degree. Besides, by their ranks, significant differences were found in the practice of technological and content knowledge.

Keywords: teacher educators, technological pedagogical content knowledge, education colleges


How to Cite this Article?

APA 6th edition
Kyaw, W. (2020). The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar . International Journal of Research in Teacher Education, 11(2), 18-34.

Harvard
Kyaw, W. (2020). The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar . International Journal of Research in Teacher Education, 11(2), pp. 18-34.

Chicago 16th edition
Kyaw, Winthinzar (2020). "The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar ". International Journal of Research in Teacher Education 11 (2):18-34.

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