ERIC Number: EJ1458137
Record Type: Journal
Publication Date: 2025
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: EISSN-1747-5139
A Comparative Study of Technological Pedagogical Content Knowledge between Special Education and General Education in China
Kuo-Yen Huang; Wie-Cheng Chien; Yuexin Zhang; Sheng-Wie Wang; Qi Wang
Technology, Pedagogy and Education, v34 n1 p19-33 2025
This study examined the technological pedagogical content knowledge (TPACK) profiles of teachers at special education schools for the blind and at general elementary schools in China. A total of 113 teachers in special schools and 193 teachers in general elementary schools were enrolled. A questionnaire was used as a quantitative method of data collection and analysis. The modified scale is appropriate for this investigation and has great reliability and validity. The results revealed that, regarding each dimension of TPACK, the competence of the general school teachers was significantly superior to that of the teachers in special schools. Data showed that most pathways to TPACK as proposed were supported, but there were some differences between the two groups of teachers. This study hopes to contribute some insight regarding the assistive technology application in curriculum teaching and design for teachers both at special schools and at general schools.
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Technological Literacy, Special Schools, Students with Disabilities, Blindness, Special Education Teachers, Elementary School Teachers, Elementary Schools, Teacher Competencies, Visual Impairments, Educational Technology, Technology Uses in Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A