Understanding Why Teachers’ Beliefs About TPACK Weaves Influence Transformative Learning: A Mediation Analysis of TPACK Based Teaching Practices

Sadia Munawar and Shariqa Nasreen
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Sadia Munawar: Corresponding Author: Department of Education, School of Social Sciences and Humanities, University of Management & Technology, Lahore – Pakistan
Shariqa Nasreen: Department of Education, School of Social Sciences and Humanities, University of Management & Technology, Lahore – Pakistan

Journal of Policy Research (JPR), 2022, vol. 8, issue 2, 67-83

Abstract: The current research study proposes that teachers’ beliefs about TPACK are positively related to TPACK-based teaching practices. Furthermore, TPACK-based teaching practices positively enhance transformation learning. The study also proposes that the teachers’ beliefs about TPACK positively influence transformative learning via TPACK-based teaching practices. The study collected survey data from 433 teaching professionals working in 12 universities including six public and six private sector universities from Punjab, Pakistan. Analyzing data using SPSS 28 and AMOS 28, the results reveal that all the proposed hypotheses were supported. The study contributes to the different streams of literature and offers valuable insights for government, policymakers, and higher education institutions’ management guiding them to implement and promote TPACK-related beliefs, TPACK-based practices, and transformative learning environments.

Keywords: TPACK; teachers’ beliefs about TPACK; TPACK-based teaching practices; transformative learning; structural equation modeling (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:rfh:jprjor:v:8:y:2022:i:2:p:67-83

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