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Abstract

Theoretically, music teachers’ technological, pedagogical, and content knowledge (TPACK) substantially influences their teaching practice. However, although comprehensively validated music-related TPACK surveys are needed to establish the relationships between these factors, research to date has not created suitable tools. In this study, 734 pre- and in-service primary and secondary school music teachers in China responded to a music TPACK instrument (MTPACK-I). After expert review and pilot testing, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are used to explore and validate the underlying factor structure. The results suggested a seven-factor structure derived from the exploratory factor analysis, which was subsequently confirmed through the confirmatory factor analysis. Invariance tests were employed to measure the variance of the MTPACK-I across genders and pre- and in-service music teachers. This study contributes to the validation of a seven-factor TPACK in music education and presents an important instrument for the effective measurement of both pre- and in-service music teachers’ TPACK.

Keywords

educational technology music teachers self-report instrument teacher education technological pedagogical content knowledge

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A comprehensive validation of the music TPACK survey for pre- and in-service music teachers

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