scholarly journals The formation of pre-service English teachers' deep motivation, pedagogical content knowledge, and inner vision

2007 ◽  
Vol 10 (1) ◽  
pp. 89-125 ◽  
Author(s):  
Eun-Joo Yang ◽  
클라우스 위츠 ◽  
서수경 ◽  
Youngcook Jun
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
Pedagogical Content

Digital Storytelling and Its Tools for Language Teaching

2018 ◽  
pp. 1005-1020
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

Digital Storytelling and Its Tools for Language Teaching

2016 ◽  
Vol 6 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

scholarly journals Exploring Online Teachers’ Pedagogical Content Knowledge in Business English Teaching: A Hermeneutic Study

2021 ◽  
Vol 4 (4) ◽  
pp. 71-81
Author(s):  
Ana Mariel A. Moreno ◽  
Constantino T. Ballena
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
The Philippines ◽  
Business English ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
English Teaching ◽  
Online Teachers ◽  
Online Business

This study explored the online Business English teachers’ pedagogical content knowledge (PCK) to understand its essence in Business English teaching.  It sought to uncover what they thought about PCK in Business English lessons and how they developed their PCK as they engaged themselves in the everyday teaching of Business English. Hermeneutic phenomenology was employed since the purpose of the study concerns the reflection and interpretation of the online Business English teachers' experiences. The participants of the study were six online Business English teachers from one ESL Company in the Philippines catering to business professionals. They were chosen through homogeneous purposive sampling. The data collection included in-depth interviewing following semi-structured interviews and observations to gather rich descriptions of the participants' reflection and interpretation of their experiences. The data were analyzed using the six-step data analysis of Smith et al. (2021) due to the interpretive nature of the study. The results of the analysis revealed that the online Business English teachers thought of PCK as knowledge of strategizing, knowledge of Business English as the language in the workplace, and knowledge of Business English being distinct from General English. Additionally, the findings reported that teachers developed their PCK through several sources such as their encounter in the field, growth processes, and perceived need for further PCK development in Business English teaching. A creative synthesis captures the essential themes. Despite the online Business English teachers’ patent consciousness of their PCK in Business English, they still demonstrated the need to be exposed more to the business field and broaden their knowledge of business phrases and expressions.  Teacher interaction with various types of students, and feedback from senior colleagues helped develop and widen their PCK in Business English.

scholarly journals IMPEDING FACTORS FACED BY THE ENGLISH TEACHERS IN IMPLEMENTING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK IN TEACHING AT SENIOR HIGH SCHOOLS IN BULELENG SUB-DISTRICT

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
N.W. Widyanti ◽  
M.H. Santosa ◽  
I.G.A.L.P. Utami
Keyword(s):  
High Schools ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Qualitative Research Design ◽  
Collection Data ◽  
Voice Recorder

This study was qualitative research design focused on investigating the impeding factors faced by the English teachers in implementing technological pedagogical content knowledge framework in teaching. This study was investigated the interview using voice recorder (handphone) and took 9 English teachers in order to investigate the impeding factors faced by the teachers in implementing technological pedagogical content knowledge framework. The result of the interview data processed by using four analysis from Miles and Huberman (1994), namely data collection, data reduction, data display and conclusion drawing/verification. The result showed that there were two impeding factors faced by the English teachers at senior high schools in Buleleng sub-district in implementing technological pedagogical content knowledge framework in teaching, they were facilities and students’ attitude. However, those could be solved by the teachers through does not using the facilities together in the same time and make the regulation for the students when implementing technology.

scholarly journals LOCAL CULTURE AND MORALITY ATTACHMENT TO TPACK FRAMEWORK OF PRE-SERVICE ENGLISH TEACHERS WITHIN THE CHALENGE OF THE 21st CENTURY SKILLS

2017 ◽  
Vol 9 (2) ◽  
pp. 113 ◽  
Author(s):  
Akmal Akmal
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
Cultural Context ◽  
Teaching Practice ◽  
English Teachers ◽  
Technological Knowledge ◽  
Local Culture ◽  
Pedagogical Content

In 2045, Indonesia is determined to have a golden generation in order to improve the nation's competitiveness. However, in reality the condition of teenagers today is very alarming. The data show about 93 out of 100 elementary school students have already consumed pornography; about 21 out of 100 young women have abortions; some 135 teenagers become victims of violence every day; 5 out of 100 adolescents contract sexually transmitted diseases; 63 out of 100 teens have sex before marriage. School teachers should take active roles in minimizing such unhappy figure and prepare the golden generation. This article proposes local culture and local moral to complete the Technological Pedagogical Content Knowledge (TPCK+) within the challenge of the 21st century skills. The objectives are to provide pre-service English Teachers at Universitas PGRI Semarang and pre-service English teachers in general with the ability to develop English course content in the students’ cultural context as well as local characters and to equip the pre-service teachers with the 21st century skills. The subjects were 345 pre-service English Teachers who took the TEFL, Teaching Media, and ESP Courses during the academic year of 2015/2016 and 2016/2017. The data were collected through observation, teaching practice, and self-evaluation. The results show 84.92% of the students were included under the category of “good” and “very good” in pedagogical skills, 77.38 % in pedagogical content knowledge, and 87.53 % in cultural and local wisdom context in content development, but only 51.58% in technological knowledge. For improving technological knowledge of the pre-service students, there should be more training on the use of technology before and during the process of teaching and learning of pre-service English teachers.

scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE OF TEACHING ENGLISH TO YOUNG LEARNERS: THE DEGREE OF CONSISTENCY BETWEEN ENGLISH TEACHERS’ PERCEPTIONS AND IMPLEMENTATION

2020 ◽  
Vol 4 (1) ◽  
pp. 13
Author(s):  
Putu Murtiana Dewi ◽  
I Gusti Ayu Lokita Purnamika Utami ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Teacher Perceptions ◽  
Content Knowledge ◽  
Teaching Strategy ◽  
English Teachers ◽  
Average Score ◽  
Teaching English ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Young Learners

The study aimed at analyzing English teacher perceptions and its implementation of Pedagogical Content Knowledge (PCK) of teaching English for young learners and the comparison between teachers perceptions’ and its implementation by English Primary School in Denpasar. This research used mixed method design with a qualitative dominant. The subjects of this research were three teachers from three different schools in Denpasar who taught English for young learners. Convenience sampling techniques was used in selecting subjects and schools. This research used 4 instruments to get the data, namely: the researcher (2) questionnaire of teachers’ perceptions of pedagogical content knowledge, observation sheet to record teachers’ PCK implementation and (4) interview guide. The result showed the average score of teachers’ perceptions was 3.85 which categorized as high with the interval 3.3335 ≤ M ≤ 4.0005. The average score teachers’ implementation was 8.85 which categorized as low with the interval 7.84 ≤ M ≤ 13.06. In addition, the study found discrepancy between teachers’ perceptions and its implementation. Since the perceptions was in a high category and the implementation was in a low category, this comparison falls in a no consistency category. Such discrepancy caused by the lack of teaching preparation, the uninteresting teaching strategy which included few to no media and the monotonous teaching sources. Teacher professional awareness to do Continuing Professional Development (CPD) for English teachers at primary education needs to be reinforced as an effort of quality assurance.

scholarly journals Analysis of Technological Pedagogical Content Knowledge (TPCK) in Higher Education

2020 ◽  
Vol 32 (2) ◽  
pp. 59-66
Author(s):  
Rodrigo Tovar Viera ◽  
David Abrajan ◽  
Johana Muso
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Research Area ◽  
Learning Activities ◽  
Knowledge Domain ◽  
Pedagogical Content ◽  
New Research ◽  
Technology Pedagogy

Information Communication Technology research reflects the degree of integration of digital tools in language teaching. One of the key aspects to digital technologies is that certain technologies have affordances and constraints when designing technology-based learning activities, resulting in classroom technology practices in teaching languages creating a new research area for practitioners and researchers. The present study investigates English teachers’ technological competences and perceptions of using technology, pedagogy, and content in their language classrooms. A survey was applied to gather information about the use of technological tools, the integration of technology, pedagogy, and content in teaching English as well as knowledge about their components. Results revealed that although teachers applied technology in lessons and had knowledge of digital technology, potential learning activities were often overlooked. Teachers were not sufficiently skilled in technology-related knowledge domain. Since English teachers reported difficulty integrating the Technological Pedagogical Content Knowledge framework to plan technology-rich language instructions skillfully, research outcomes suggest that such a framework is needed in training programs. This affords teachers practical opportunities integrate technology into their classroom teaching practices. Ideally, research findings will uncover pedagogical implications and applications for further research.

scholarly journals INVESTIGATING ENGLISH LANGUAGE TEACHERS IN DEVELOPING TPACK AND MULTIMODAL LITERACY

2018 ◽  
Vol 7 (3) ◽  
pp. 575 ◽  
Author(s):  
Nur Arifah Drajati ◽  
Lynde Tan ◽  
Sri Haryati ◽  
Dewi Rochsantiningsih ◽  
Hasan Zainnuri
Keyword(s):  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Digital Media ◽  
Content Knowledge ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Multimodal Literacy ◽  
Pedagogical Content ◽  
Technology Pedagogy

Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using qualitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers’ professional development. Keywords:

Sign in / Sign up

Export Citation Format

Share Document