EFL Teacher Knowledge Base

2018 ◽  
pp. 53-77
Keyword(s):  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Knowledge Content ◽  
Teaching Learning ◽  
Efl Teacher Knowledge

This chapter aims at pinpointing EFL teachers' knowledge base and its components. First, knowledge and its nature in general and teacher knowledge in particular are discussed. The theoretical frameworks of teacher knowledge base in general and the knowledge base of EFL teachers in particular are defined and elaborated meticulously. This includes the seminal work of Shulman and its three main categories of teacher knowledge—content knowledge, general pedagogical knowledge, and pedagogical content knowledge—and the work of language educationists to define the tripartite model of EFL teacher knowledge base. In the following, the need to re-conceptualize EFL teachers' knowledge base, the importance of investigating EFL teachers' knowledge base in CALL-based teaching/learning environments, and the way teachers should be empowered in technology era are addressed.

Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 78-102
Keyword(s):  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Empirical Studies ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Comprehensive List ◽  
Critical Issues

This chapter addresses the theories underlying the construct TPACK. The chapter begins with reviewing the history and then the rationale of teacher knowledge base in the form of a multi-dimensional model taken from published literature. It also discusses how TPACK framework has developed and evolved in the last decade. Some seminal works whose authors have contributed greatly to the development of TPACK model are reviewed. Based on the theoretical frameworks and the findings of the empirical studies, a comprehensive list of the definitions of TPACK and critical issues regarding this framework are discussed. The chapter comes to its end by introducing the evolved model of TPACK, TPACK in-Action, in detail.

scholarly journals Content Analysis of a Facebook Group as a Form of Mentoring for EFL Teachers

2017 ◽  
Vol 10 (3) ◽  
pp. 40 ◽  
Author(s):  
Emrah Cinkara ◽  
Fadime Yalcin Arslan
Keyword(s):  
Content Knowledge ◽  
Informal Mentoring ◽  
Pedagogical Content ◽  
Knowledge Resources ◽  
Qualitative And Quantitative ◽  
Shared Experiences ◽  
Qualitative Evidence ◽  
Efl Teachers ◽  
Group Members ◽  
Knowledge Content

Mentoring, a main constituent of teacher education, has taken new shape in recent years, with educators incorporating technology and social media into their practices. This study investigated the use of a Facebook group as a form of informal mentoring among teachers with reference to qualitative and quantitative data collected from the entries, responses and comments of group members. Findings included a list of mentoring topics along with the number of comments and words for each entry. In this way, we were able to analyse quantitatively the contents of each mentoring topic and provide as qualitative evidence clear examples from member comments and exchanges. The findings revealed that EFL teachers shared experiences and knowledge on various topics such as pedagogical knowledge, pedagogical content knowledge, content knowledge, resources and career development.

scholarly journals Tracing Technological Pedagogical Content Knowledge (TPACK) on Practical EFL Teachers in Writing Context

2020 ◽  
Vol 4 (2) ◽  
pp. 177-190
Author(s):  
St. Ayu Surayya ◽  
◽  
Maman Asrobi ◽  
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Private University ◽  
High Achievers ◽  
Pedagogical Content ◽  
Writing Course ◽  
Efl Teachers ◽  
World Demand ◽  
Teaching Learning ◽  
Better Than

With the world demand to provide digital school, this study examines how the integration among technology, pedagogy and content knowledge in writing context as the part of TPACK framework on the practical EFL teachers. The samples of this study are 27 of practical English teachers divided into three level of achiever (low, middle, and high). They were taking the Writing and Assessment courses as the part of their education to achieve the bachelor degree in Universitas Hamzanwadi, a private University in Lombok, Indonesia. This research took about six months of teaching and learning process. The observation and document results of the practical EFL teachers become the data primer of this study since the researchers act directly as the lecturer in the writing course. This study uses qualitative research as it investigates a process of teaching learning that lasted several months and happened in a particular setting. The result of study showed that the practical teachers’ writing content and pedagogy knowledge were better than their technological knowledge. Furthermore, the high achievers of practical EFL teachers perform a good TPK and TCK rather than they who come from middle and low achiever.

A Thorough Review of Pedagogical Content Knowledge (PCK) in TOBACCO framework

2021 ◽  
Vol 7 (5) ◽  
pp. 989-996
Author(s):  
Lyu Ruifeng ◽  
Du Ping
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
English Language ◽  
Teacher Cognition ◽  
Pedagogical Content ◽  
Education And Development

Pedagogical content knowledge (PCK) has been given a lot of attention in the academic field in recent years, in particular in studies of teacher cognition and teacher knowledge. It was first put forward by Shulman as part of the knowledge base required of teachers for teaching, and has provided a crucial way of thinking for many scholars when conducting deeper study into the relationship between teachers and teaching. Therefore, more empirical studies in various contexts have been encouraged to understand teachers’ PCK and to offer suggestions for teacher education. Shulman also argued that PCK is the special mixture of content and pedagogy that represents teachers’ personal understanding of the profession, and that teachers’ teaching competence enables them to transform content knowledge into specific teaching methods for students from various backgrounds at different levels; however, he did not explain how this transformation happens. Thus, based on this research gap, the current review brought together the following key fields: teacher cognition, teacher knowledge including PCK, and teacher education and development. It argues that teachers’ pedagogical knowledge intersects content knowledge from five different perspectives: teachers’ views on knowledge base, language, learning, teaching, and reflection (TOBACCO framework) and proffers suggestions for English-language teacher education and development in China.

Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective

2018 ◽  
Vol 24 (1) ◽  
pp. 71-81 ◽  
Author(s):  
Le Van Canh
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Language Teacher Education ◽  
Pedagogical Content ◽  
Knowledge Of Learners

Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to teach responsively is desired.

scholarly journals Kompetensi Teknologi, Pedagogi, dan Konten Guru SD Negeri dan Swasta di Kota Cimahi, Jawa Barat

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Endi Rochaendi ◽  
Andi Wahyudi ◽  
Riki Perdana
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Partial Least Square ◽  
Least Square ◽  
Pedagogical Content ◽  
Knowledge Content

<p class="abstrak"><em>Guru SD dituntut untuk memiliki pengetahuan konten (content) mata pelajaran, pengetahuan pedagogi (pedagogy), dan pengetahuan teknologi (technology) dalam bentuk pengetahuan yang integratif dalam pengelolaan pembelajaran. Penelitian ini bertujuan melihat dan menganalisis faktor-faktor apa saja yang paling dominan dalam membentuk kompetensi guru tersebut dalam aspek pengetahuan konten, pengetahuan pedagogi dan pengetahuan teknologi yang pada gilirannya dapat mengembangkan model pengembangan Technological Pedagogical and Content Knowledge (TPACK) yang sesuai untuk guru SD. Penelitian ini dirancang menggunakan pendekatan kuantitatif, dengan metode deskriptif dan verifikasi. Data dianalisis menggunakan statistik deskriptif dan analisis faktor konfirmatori (CFA) berdasarkan Partial Least Square (PLS). Hasil penelitian menunjukan bahwa </em><em>faktor-faktor yang pengaruhnya paling dominan adalah pedagogical knowledge (0,944), technological content knowledge (0,942), dan technological pedagogical knowledge (0,935). Sedangkan,  pedagogical content knowledge, content knowledge, dan technological knowledge  tidak sepenuhnya membentuk TPACK guru SD tersebut.</em></p>

scholarly journals Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses

2019 ◽  
Vol 18 (4) ◽  
pp. ar48 ◽  
Author(s):  
Tessa C. Andrews ◽  
Anna Jo J. Auerbach ◽  
Emily F. Grant
Keyword(s):  
Active Learning ◽  
Pedagogical Content Knowledge ◽  
Learning Strategies ◽  
Content Knowledge ◽  
Qualitative Content Analysis ◽  
Pedagogical Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Teaching Knowledge ◽  
Generative Instruction

Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowledge and pedagogical knowledge, this study investigated the teaching knowledge instructors used in planning, implementing, and reflecting on active-learning lessons in large courses. We used a preinstruction interview, video footage of a target class session, and a postinstruction interview with stimulated recall to elicit the teaching knowledge participants used. We then conducted qualitative content analysis to describe and contrast teaching knowledge employed by instructors implementing active learning that required students to generate their own understandings (i.e., generative instruction) and active learning largely focused on activity and recall (i.e., active instruction). Participants engaging in generative instruction exhibited teaching knowledge distinct from that of participants focused on activity. Those using generative instruction drew on pedagogical knowledge to design lessons focused on students generating reasoning; integrated pedagogical content knowledge and pedagogical knowledge to plan lessons to target student difficulties; and created opportunities to develop new pedagogical content knowledge while teaching. This work generated hypotheses about the teaching knowledge necessary for effective, generative active-learning instruction.

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