The role of student engagement in promoting teachers’ continuous learning of TPACK: based on a stimulus-organism-response framework and an integrative model of behavior prediction

Abstract

The importance and dynamic development of technological pedagogical content knowledge (TPACK) has been well recognized. In order to keep up with the development of the ever-changing society and variety of teaching technologies, teachers need to continue to learn TPACK. Previous studies indicated the importance of student engagement in promoting teachers’ learning. However, how student engagement affects teachers’ continuous learning of TPACK remains unclear. To bridge the research gap, our study constructed a model based on the stimulus-organism-response (SOR) framework and integrative model of behavior prediction (IMBP). It examined how student engagement affects teachers’ psychological state and behavioral performance for continuous learning of TPACK. The model was then validated by structural equation modeling with 395 questionnaire data. The results demonstrated the positive relationships between student engagement (behavioral, emotional, and cognitive engagement), teachers’ psychological states (attitude, subjective norm, self-efficacy, and behavioral intention), and continuous learning of TPACK. These findings inform how to promote teachers to keep learning TPACK. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Keywords

Author Keywords

Student engagement Teacher learning Integrative model of behavior prediction Stimulus-organism-response framework Technological pedagogical content knowledge

Index Keywords

Author Affiliations

National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China, Research Center of Science and Technology Promoting Educational Innovation and Development, Central China Normal University, Wuhan, Hubei, China, Central China Normal University, Wuhan, Hubei, China

Research Center of Science and Technology Promoting Educational Innovation and Development, Central China Normal University, Wuhan, Hubei, China, Hubei Research Center for Educational Informatization, Central China Normal University, Wuhan, Hubei, China

National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, Hubei, China

School of Education, SUNY Oswego, Oswego, NY, United States

Funding & Acknowledgements

Ministry of Education of the People's Republic of China, MOE

Funding text 1: To collect data for testing and revising the research model, this study conducted an online survey in Hubei Province, China. The survey was supported by the Educational Informatization Strategy Research Base of the Ministry of Education (EISR) and lasted from April 26, 2021 to May 6, 2021. EISR invited teachers to participate in the online survey by posting an announcement. Teachers voluntarily access and complete an online questionnaire during the survey by clicking on the hyperlink or scanning the QR code. Through this process, 442 teachers completed the online questionnaire. After eliminating the questionnaires with incomplete or repeated information, 395 valid responses remained with a response rate of 89.37%. Among the 395 participants, 83.04% were female teachers. Table provides more details on the participants.; Funding text 2: This study was supported by the National Natural Science Foundation of China [grant numbers 62177026, 61907018]; the Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project [grant number CCNUTEIII 2021-01].

Grant: CCNUTEIII 2021-01

Funding text 1: To collect data for testing and revising the research model, this study conducted an online survey in Hubei Province, China. The survey was supported by the Educational Informatization Strategy Research Base of the Ministry of Education (EISR) and lasted from April 26, 2021 to May 6, 2021. EISR invited teachers to participate in the online survey by posting an announcement. Teachers voluntarily access and complete an online questionnaire during the survey by clicking on the hyperlink or scanning the QR code. Through this process, 442 teachers completed the online questionnaire. After eliminating the questionnaires with incomplete or repeated information, 395 valid responses remained with a response rate of 89.37%. Among the 395 participants, 83.04% were female teachers. Table provides more details on the participants.; Funding text 2: This study was supported by the National Natural Science Foundation of China [grant numbers 62177026, 61907018]; the Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project [grant number CCNUTEIII 2021-01].

National Natural Science Foundation of China, NSFC

Grant: 61907018, 62177026

Funding text 1: To collect data for testing and revising the research model, this study conducted an online survey in Hubei Province, China. The survey was supported by the Educational Informatization Strategy Research Base of the Ministry of Education (EISR) and lasted from April 26, 2021 to May 6, 2021. EISR invited teachers to participate in the online survey by posting an announcement. Teachers voluntarily access and complete an online questionnaire during the survey by clicking on the hyperlink or scanning the QR code. Through this process, 442 teachers completed the online questionnaire. After eliminating the questionnaires with incomplete or repeated information, 395 valid responses remained with a response rate of 89.37%. Among the 395 participants, 83.04% were female teachers. Table provides more details on the participants.; Funding text 2: This study was supported by the National Natural Science Foundation of China [grant numbers 62177026, 61907018]; the Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project [grant number CCNUTEIII 2021-01].

National Natural Science Foundation of China, NSFC

Funding text 1: To collect data for testing and revising the research model, this study conducted an online survey in Hubei Province, China. The survey was supported by the Educational Informatization Strategy Research Base of the Ministry of Education (EISR) and lasted from April 26, 2021 to May 6, 2021. EISR invited teachers to participate in the online survey by posting an announcement. Teachers voluntarily access and complete an online questionnaire during the survey by clicking on the hyperlink or scanning the QR code. Through this process, 442 teachers completed the online questionnaire. After eliminating the questionnaires with incomplete or repeated information, 395 valid responses remained with a response rate of 89.37%. Among the 395 participants, 83.04% were female teachers. Table provides more details on the participants.; Funding text 2: This study was supported by the National Natural Science Foundation of China [grant numbers 62177026, 61907018]; the Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project [grant number CCNUTEIII 2021-01].

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The role of student engagement in promoting teachers’ continuous learning of TPACK: based on a stimulus-organism-response framework and an integrative model of behavior prediction

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