English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study aimed at developing a scale,  Technological Pedagogical Content Knowledge-Thinking Tools  (TPACK-TT), and exploring Chinese in-service primary teachers’ TPACK concerning the use of thinking tools. By revising a previous Chinese TPACK survey and validating with exploratory factor analysis, a six-component (i.e., TK-TT, PK, CK, TPK-TT, PCK, and TPCK-TT) scale with 31 items was developed. Research data gathered from 204 primary teachers from a variety of schools revealed that teachers with different educational backgrounds and various overall teaching experiences did not show statistical differences in most components of the TPACK-TT. However, male teachers demonstrated significantly higher TK-TT and TPK-TT than female teachers, teachers with a bachelor’s degree demonstrated significantly higher PK than those with only an associate degree, and teachers with longer experiences in teaching thinking had significantly higher TK-TT than those with fewer experiences. Stepwise regression further revealed that TPK-TT, TK-TT, and PK were significant predictors of in-service primary teachers’ TPCK-TT. Implications for preparing teachers for teaching thinking were discussed.

Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools