Abstract
This study aimed to develop the Japanese version of the Contextualized Technological Pedagogical Content Knowledge (TPACK) scale for junior high school teachers, based on the scale by JANG and TSAI (2012, 2013) that added "Context knowledge" to the TPACK scale, while examining its validity. A survey was conducted with 615 junior high school teachers using the TPACK items translated into Japanese. Based on MESSICK’s (1995) research, we examined and confirmed evidence based on the structural, content, generalizability, and external aspects. Consequently, the validity of the Japanese version of the Contextualized TPACK scale consisting of Technological pedagogical content knowledge in the context (TPCKCx), Pedagogical content knowledge in the context (PCKCx), Content knowledge (CK), and Technological knowledge (TK) was confirmed. In addition, we conducted examinations from the viewpoint of teachers including subject and experience of information-related task. Accordingly, some scales, such as Technology and Home Economics teachers’ TPCKCx and TK, showed a significant difference, but PCKCx and TK did not differ significantly by subject. Conversely, the levels of all subscales of teachers with experience in information-related tasks were significantly higher than those without that kind of experience.
