How does technology interact with teachers’ knowledge resources? Developing and validating the EFL‑TPACCxK (original) (raw)

Although examining teachers’ various areas of knowledge in classroom practices has attracted considerable attention during recent decade, a short multidimensional questionnaire to assess the interactions of the knowledge domains with teachers’ technological knowledge is unavailable in the literature. Thus, this research presents a self-assessment instrument for obtaining English as a Foreign/Second Language (EFL/ESL) teachers’ technological pedagogical content context knowledge. To develop and validate this instrument a seven-step procedure was followed: conducting interviews and content analysis, generating item bank, generating item pool, obtaining expert judgment, administering pilot to 587 EFL teachers, carrying out statistical analyses, and collecting experts’ final reviews. The statistical procedures included Cronbach’s alpha, Composite Reliability (ρc), Average Variance Extracted (AVE), Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The findings of the reliability and validity measures indicated that the TPACCxK instrument, which consists of 49 items, is a valid and reliable tool for examining the TPCCxK of EFL teachers. A five-factor loading, encompassing TK (Technological Knowledge), TCK (Technological Content Knowledge), TPK (Technological Pedagogical Knowledge), TCxK (Technological Context Knowledge), and TPCCxK (Technological Pedagogical Content Context Knowledge), were extracted from the EFA and confirmed through CFA. The introduced questionnaire is hoped to serve research and educational purposes.