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Exploring English Language Pre-service Teachers’ Technological Pedagogical Content Knowledge | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 05 آذر 1403 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2024.142835.2372 | ||
| نویسندگان | ||
| Arezoo Ashoori Tootkaboni* ؛ Mojtaba Maghsoudi | ||
| Department of English Language Teaching, Farhangian University, Tehran, Iran | ||
| چکیده | ||
| Based on Shulman's (1986) concept of Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPACK) emerged and became a helpful framework for comprehending the objectives of using technology in preservice teacher training programs. The purpose of the present study was to evaluate Iranian pre-service EFL teachers’ (PSEFLTs) perceptions towards their TPACK regarding their gender and academic year of study. To this aim, 254 Iranian PSEFLTs across various academic years of study filled out a 39-item EFL TPACK questionnaire developed by Baser, Kopcha, and Ozden (2015). The questionnaire included seven categories, as Content Knowledge (CK), Pedagogical Knowledge (PK), Technology Knowledge (TK), PCK, Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPCK). Based on the collected data, which was subjected to Kolmogorov-Smirnov test, descriptive statistics, t-tests, one-way ANOVA, and post-hoc analysis, it was found that PSEFLTs generally held mildly favorable perceptions towards their TPACK. Notably, the lowest mean score was observed for the TK component, while the component with the highest mean score was the CK component. In terms of the gender effect, statistically significant differences were found in the TK and TPCK dimensions, where males outscored females in both TK and TPCK and females outscored males in CK. Furthermore, an examination of the relationship between participants' TPACK and their academic years of study manifested a statistically significant difference primarily between freshmen and seniors. The results are expected to encourage curriculum planners to develop PSEFLTs’ training programs by integrating technology courses to ELT curriculum. | ||
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آمار تعداد مشاهده مقاله: 54 |
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