Exploring the relationship between pre-service teachers’ TPACK and blended teaching readiness levels: a path analysis
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12134-4.pdf
Reference54 articles.
1. Adams, D., Tan, M. H. J., & Sumintono, B. (2021). Students’ readiness for blended learning in a leading malaysian private higher education institution. Interactive Technology and Smart Education, 18(4), 515–534. https://doi.org/10.1108/ITSE-03-2020-0032.
2. Aktaş, İ., & Özmen, H. (2020). Investigating the impact of TPACK development course on pre-service science teachers’ performances. Asia Pacific Education Review, 21(4), 667–682. https://doi.org/10.1007/s12564-020-09653-x.
3. Al-Abdullatif, A. M. (2019). Auditing the TPACK confidence of pre-service teachers: The case of Saudi Arabia. Education and Information Technologies, 24(6), 3393–3413. https://doi.org/10.1007/s10639-019-09924-0.
4. Albeta, S. W., Firdaus, L. N., & Copriady, J. (2023). TPACK-based blended learning as an implementation of progressivism education: A systematic literature review. Jurnal Pendidikan Vokasi, 13(1), 44–59. https://doi.org/10.21831/jpv.v13i1.51287.
5. Archibald, D. E., Graham, C. R., & Larsen, R. (2021). Validating a blended teaching readiness instrument for primary/secondary preservice teachers. British Journal of Educational Technology, 52(2), 536–551. https://doi.org/10.1111/bjet.13060.
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