A technological pedagogical content knowledge (TPACK) assessment of preservice EFL teachers learning to teach English as a foreign language
Küçük Resim Yok
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selcuk University
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of preservice EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Başer et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers’ competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development. © 2019 JLLS and the Authors - Published by JLLS.
Açıklama
Anahtar Kelimeler
Assessment, English as a foreign language, Teacher education, Technological pedagogical content knowledge, Technology integration
Kaynak
Journal of Language and Linguistic Studies
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
15
Sayı
3
