Research Article

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

Win Thinzarkyaw 1 2 *
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1 Assistant Lecturer, Department of Educational Theory, Yankin Education College, Yangon, Myanmar2 PhD Candidate, School of Education, Central China Normal University, Wuhan, China* Corresponding Author
Contemporary Educational Technology, 11(2), April 2020, 159-176, https://doi.org/10.30935/cet.660829
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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 questionnaire 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

CITATION (APA)

Thinzarkyaw, W. (2020). The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar. Contemporary Educational Technology, 11(2), 159-176. https://doi.org/10.30935/cet.660829

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