Development of STEM teacher’s competencies measurement instrument using TPACK-STEM framework

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Korawut Phanprom
Duangkamol Traiwichitkhun
Kanit Sriklaub


Information about teacher’s knowledge and competency of STEM instruction is important to STEM teachers’ development and preparation for the teacher’s efficient STEM teaching. Accurate and comprehensive information acquisition of STEM teacher’s significant competencies needs an effective tool. The tool must be able to measure knowledge and ability in learning and teaching design as well as evaluation of learners’ learning, and it must be able to measure the teacher’s STEM knowledge and ability also. This research, therefore, applied the TPACK-STEM conceptual framework in development of an instrument to efficiently measure STEM teacher’s competencies in organizing for learning and teaching. The instrument developed was a questionnaire based on the TPACK-STEM conceptual framework which was multidimensional within item. The instrument was then used to collect data from 310 fifth-year preservice teachers. The data obtained was analyzed to find the quality of the instrument developed.

The findings showed that the STEM teacher’s competency measurement instrument had standard quality, having the reliability of (Cronbach’s alpha, .938 - .953; Omega, .939 - .954), the content validity of (IOC, 0.67-1), and the construct validity of (gif.latex?\chi2 (93, N=310) = 97.950, p = .343, CFI = .999, TLI = .998, SRMR=.019, RMSEA = .013). Consequently, the STEM teacher’s competency measurement instrument can be used to measure STEM teacher’s competencies accurately and efficiently.


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