Ozden, S. Y. (2015).  Designing and validating a survey to measure technological, pedagogical, and content knowledge among pre-service teachers. (Publication No. 3730255) [Doctoral dissertation, University of Delaware]. ProQuest Dissertations and Theses Global.  

Abstract:

“This Executive Position Paper (EPP) presents the development of a survey to measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK). The survey was designed considering the transformative approach to the TPACK framework and was developed and vetted by professionals in the field. It was administered to 124 pre-service teachers within the context of an educational technology course at a Mid-Atlantic University. In order to investigate the construct validity and reliability of the survey, an exploratory factor analysis (EFA) was conducted. EFA results revealed a two-factor solution: Knowledge of Technology and Knowledge of Teaching with Curriculum Based Technology. The findings of this EPP provide support for the transformative approach to examining TPACK and suggest that pre-service teachers perceive TPACK as a unique body of knowledge as described in the transformative approach. Findings provide implications for researchers and teacher educators.”