Professional Community Learning Practice and Self-Regulation Learning as A Predictive Factor in The Technological Pedagogical Content Knowledge among Teachers of Accounting Principles

Abstract

According to the Malaysian Teaching Development Plan 2013-2025, 21st-century teachers must master is integrating technology into education. This research aims to explore the level of technological pedagogical content knowledge, professional learning community practice, and self-regulation learning among Accounting Principles teachers. This study also examined the relationships between professional learning community practice and self-regulation learning, and technological pedagogical content knowledge. It determined professional community learning practice and self-regulation learning as predictors of technological pedagogical content knowledge among Accounting Principles teachers. 100 Accounting Principles teachers from Kuala Lumpur were randomly chosen as survey respondents. This research is a questionnaire-based survey. The descriptive analysis reveals that the teachers of Accounting Principles have a high level of technological pedagogical content knowledge (mean=4.219, sd=.541), professional community learning practice (mean=3.096, sd=.439), and self-regulation learning (mean=4.868, sd=.594). According to correlation analysis, a significant association exists between professional learning community practice and self-regulation learning with technology pedagogical content knowledge. In conclusion, professional community learning practice and self-regulation learning a predictors factors in the pedagogical technology content knowledge among Accounting Principles teachers in Kuala Lumpur