The Technological Pedagogical Content Knowledge of EFL Teachers (EFL TPACK)

2019 ◽  
pp. 922-934
Author(s):  
Mehrak Rahimi ◽  
Shakiba Pourshahbaz
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
Technological Pedagogical Content Knowledge ◽  
Ict Integration ◽  
Pedagogical Content ◽  
Whole Process ◽  
Efl Teachers ◽  
Empowering Teachers ◽  
Complex Knowledge

Teaching is known to be one of the most stressful occupations ever since teachers are believed to suffer from different social and political discriminations leading many of them to feel frustrated. In the 21st century, the force of technological empowerment and ICT integration in schools has multiplied the stressful nature of the profession for teachers. To make the whole process of education more successful and to protect the wellbeing of teachers, empowering teachers to handle their job appropriately is a very crucial issue. TPACK (technological pedagogical content knowledge) is the knowledge of most value in today's world, and understanding this complex knowledge is the very first step on the path of successful ICT integration into the process of teaching. With that being said, this chapter aims at investigating the concept of TPACK in terms of education in general and language teaching in particular.

Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

2018 ◽  
Vol 57 (2) ◽  
pp. 360-384 ◽  
Author(s):  
Ching Sing Chai ◽  
Joyce Hwee Ling Koh ◽  
Yiong Hwee Teo
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
Structural Equation ◽  
Intervention Program ◽  
Structural Equation Models ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
New Instrument

This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection of technology, pedagogy, and content specifically for selected dimensions of 21st century learning. In addition, teachers’ design beliefs were investigated with the teachers’ TPACK. Given the conceptualization, a new instrument was designed and validated. An associated intervention program to enhance the preservice teachers' TPACK was designed and the pre- and post-course surveys were conducted. To unpack the relationships between teachers’ design beliefs and their TPACK, structural equation models were constructed and validated. The findings indicate that the instrument possesses good construct, discriminant and convergence validity, and reliabilities. The intervention enhanced the teachers’ TPACK efficacies and their design beliefs significantly, and the structural equation models indicate that the teachers’ design beliefs are significant predictors of the teachers’ TPACK. The implications of this study suggest that TPACK may be conceived differently and this may promote new intervention programs to foster preservice teachers’ TPACK and design beliefs.

scholarly journals Penguasaan technological pedagogical content knowledge calon guru Pendidikan Pancasila dan Kewarganegaraan

2019 ◽  
Vol 16 (2) ◽  
pp. 122-136
Author(s):  
Imam Fitri Rahmadi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Civic Education ◽  
21St Century ◽  
Technological Pedagogical Content Knowledge ◽  
21St Century Learning ◽  
Self Report ◽  
Pedagogical Content ◽  
Knowledge Content ◽  
Report Measure

Analisis Technological Pedagogical Content Knowledge (TPACK) perlu dilakukan dalam rangka memahami tingkat pengetahuan guru untuk dapat mengintegrasikan teknologi pada pembelajaran abad 21. Studi ini dilakukan untuk mendapatkan profil tingkat penguasaan TPACK calon guru Pendidikan Pancasila dan Kewarganegaraan yang sedang menempuh pendidikan Strata 1 di Program Studi PPKn Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Pamulang. Studi menggunakan metode self-report measure dalam bentuk survei. Secara keseluruhan, tingkat penguasaan TPACK calon guru PPKn termasuk dalam kategori baik. Namun, penguasaan pada technological knowledge, content knowledge dan technological pedagogical content knowledge memiliki total nilai rata-rata yang lebih rendah. Perlu diperhatikan setiap butir pernyataan yang memiliki nilai rata-rata lebih rendah daripada total nilai rata-rata pada setiap domain pengetahuan. Setiap lembaga pendidikan tenaga kependidikan perlu melakukan analisis TPACK supaya mengetahui apakah calon guru yang sedang dididik sudah memiliki pengetahuan yang dibutuhkan untuk dapat mengajar sesuai dengan tuntutan dan karakteristik pembelajaran abad 21.-------------------------------------------------------------------------------------Analyzing Technological Pedagogical Content Knowledge (TPACK) is needed to understand teachers' knowledge in term of integrating technology in 21st-century learning. This study to explore TPACK confidence of preservice civic education teachers at the Department of Civic Education, Faculty of Teacher Training And Education, Universitas Pamulang. The study used a self-report-measure method in the form of a survey. Overall, the TPACK confidence of preservice civic education teachers in a good category. However, the confidences in technological knowledge, content knowledge, and technological pedagogical content knowledge, have a lower average total score. It should noticed regarding statement items that have a lower average convictions than the technical average rating at each knowledge domain. Teacher education institute needs conducting a TPACK analysis to find out whether preservice teachers who are educated already have the appropriate teaching knowledge for demands and characteristics of 21st-century learning.

Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK)

2021 ◽  
Author(s):  
Rana Najjari ◽  
Gholam reza Abbasian ◽  
Massood Yazdanimoghaddam
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Learning By Doing ◽  
Future Research ◽  
Computer Assisted ◽  
Positive Contribution ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
The Impact

Abstract This research aimed to study the impact of “Technological Pedagogical Content Knowledge” (TPACK) workshops on Iranian EFL teachers’ and their TPACK progress after implementation of workshops. TPACK workshops were implemented by using TPACK framework (Koehler & Mishra, 2006) and “learning by doing” method (Hegelheimer & Chapelle, 2004) to investigate in what manner English teachers expand TPACK skills and use it in instruction. 15 EFL teachers who attended this qausi-experimental research design were the participants of this study who attempted two separate TPACK literacy, implementation and perceptions questionnaires. Findings resulted in positive contribution to the target teachers after TPACK workshop implementation. Moreover, it was observed that participants’ perceptions towards TPACK literacy developed in the light of TPACK workshops. Thereby, the study develops a new perspective and provides empirical evidence in the investigation of integrating technology and knowledge in teaching English and Computer-Assisted Language Learning (CALL) in Iran. Also, the theoretical and pedagogical recommendations for future research and practice are provided.

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