Translation and cross-cultural adaptation of the TPACK-DEEP questionnaire
Relating ICTS and teacher professional knowledge
DOI:
https://doi.org/10.14571/brajets.v17.n3.1102-1113Keywords:
TPACK, teacher education, chemistry education, digital technologies, teacher knowledgeAbstract
The Technological Pedagogical Content Knowledge (TPACK) model has gained prominence in international literature, supporting a significant number of studies in the initial teacher education context in Brazil. However, there is a noticeable scarcity of methodological instruments available for assessing teachers' professional knowledge. Given this scenario, the aim of this work is to present a protocol for the intercultural translation of the self-report questionnaire on teachers' professional knowledge, specifically the TPACK-DEEP, and to present the results of its application in the initial education of chemistry teachers. To achieve this, we outlined a path of intercultural translation based on five stages: (I) Initial Translation; (II) Synthesis of Translations; (III) Back Translation; (IV) Review by a committee of experts; (V) Pre-test. Subsequently, we conducted the application and analysis of the translated questionnaire for two groups of chemistry teacher trainees at a federal public institution in Brazil. The results indicate the feasibility of the protocol for intercultural translation, with the potential for expansion to a wider range of TPACK self-report questionnaires. Additionally, the application of the questionnaire to chemistry teacher trainees revealed a non-linear relationship between TPACK self-perception and initial training activities related to Digital Information and Communication Technologies (ICT). In conclusion, we emphasize the importance of providing new methodological instruments for accessing and analyzing the professional knowledge of teachers in initial education. We also highlight the importance of reflective moments in the interface with digital tools to overcome teachers' naive perception regarding their use in the educational context.References
Alvarenga, C. E. (2011). Autoeficácia de Professores para Utilizarem Tecnologias de Informática no ensino. [Tese de Doutoramento]. Repositório da Universidade Estadual de Campinas.
Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary issues in technology and teacher education, 9(1), 71-88.
Aumann, A., Schnebel, S. & Weitzel, H. (2023). The EnTPACK Rubric: Development, Validation, and Reliability of an Instrument for Measuring Pre-Service Science Teachers' Enacted TPACK. Frontiers in Education, (8), 1-18.
Beaton, D. E., Bombardier, C., Guillemin, F. & Ferraz, M. B. (2000) Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
Bervian, P. V. (2019). Processo de Investigação-Formação-Ação docente: uma perspectiva de constituição do conhecimento tecnológico pedagógico do conteúdo. [Tese de Doutoramento]. Repositório da Universidade Regional do Noroeste do Estado do Rio Grande do Sul.
Carvalho, L. D. F. & Rocha, G. M. A. D. (2009). Translation and cultural adaptation of Outcome Questionnaire (OQ-45) to Brazil. Psico-Usf, 14(3), 309-316.
Cavassani, T. B., Andrade, J. J. & Marques, R. N. (2024). Integração das TDIC na formação de professores: aproximações entre o modelo TPACK e a abordagem sociocultural. Educação em Revista, no prelo.
Fortes, C. P. D. D. & Araújo, A. P. Q. C. (2019). Checklist para tradução e Adaptação Transcultural de questionários em saúde. Cad. saúde colet., 27 (2), 202-209.
Hairida, H., Erlina, E., Rasmawan, R., Sartika, R. P., Ifriany, A., Arifiyanti, F., ... & Warohmah, M. (2023). Development and Validation of a Self-Assessment Instrument for Measuring TPACK Ability of Scientific-Based Chemistry Teachers. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 8(1), 61-76.
Iaochite, R. T. & Azzi, R. G. (2012). Escala de fontes de autoeficácia docente: Estudo exploratório com professores de Educação Física. Psicologia Argumento, 30(71), 659-669.
Jesus, A., Gomes, M. J., Cunha, A. & Cruz, A. (2014). Validade e fidelidade da versão portuguesa reduzida do web based learning environment inventory. Revista Iberoamericana de Educación a Distancia, 17(1), 179-199.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269.
Keser, H., Yılmaz, F. G. K. & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193-1207.
Koehler, M. J., Shin, T. S. & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hershey, PA: IGI Global.
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Raimundo, E. D. S. (2019). Um estudo com base no modelo TPACK: análise das percepções docentes na escola Amando de Oliveira. [Tese de Doutoramento]. Repositório da Universidade de Lisboa.
Ribeiro, P. R. L. & Piedade, J. M. N. (2021). Revisão sistemática de estudos sobre TPACK na formação de professores no Brasil e em Portugal. Revista Educação em Questão, 59(59), 1-26.
Rolando, L. G. R., Salvador, D. F., Vasconcellos, R. F. R. R., & Luz, M. R. M. P. (2018). Evidências de validade da versão adaptada para o português do questionário TPACK survey for meaningful learning. Revista Avaliação Psicológica, 17(1), 37-47.
Rubio, J. S., Iglésias-Ferreira, P., Delgado, P. G., Mateus-Santos, H., & Martínez-Martínez, F. (2013). Adaptação intercultural para português europeu do questionário "Conocimiento del Paciente sobre sus Medicamentos" (CPM-ES-ES). Ciência & Saúde Coletiva, 18(12), 3633–3644.
Salvador, D. F.; Rolando, L. G. R.; Oliveira, D. B. & Vasconcellos, R. F. R. R. (2017). Uso do questionário MSLQ na avaliação da motivação e estratégias de aprendizagem de estudantes do ensino médio de biologia, física e matemática. Revista de Educação, Ciências e Matemática, 7(2), 56-73.
Santos Neto, R. & Struchiner, M. (2019). Um panorama sobre a integração do conhecimento tecnológico na formação de professores de Ciências. Revista Latinoamericana de Tecnología Educativa, 18(2), 219-231.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Tondeur, J. Aesaert, K., Bram, P., Van Braak, J., Fraeyman, N., Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472.
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C.,& Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15-31.
Yurdakul, I. K. & Çoklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 30(4), 363-376.
Yurdakul, I. K. (2018). Modeling the relationship between pre-service teachers’ TPACK and digital nativity. Educational Technology Research and Development, 66, 267-281.
Yurdakul, I. K., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G. & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Thiago Cavassani, Joana de Jesus de Andrade, Rosebelly Nunes Marques
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.