Exploring University EFL Teachers' Technological Pedagogical Content Knowledge and Teacher Efficacy in Technology-Integrated Flipped Classroom

Autor/inn/en	Zhang, Meng; Fang, Xiaotian
Titel	Exploring University EFL Teachers' Technological Pedagogical Content Knowledge and Teacher Efficacy in Technology-Integrated Flipped Classroom
Quelle	In: SAGE Open, 12 (2022) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Meng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221116105
Schlagwörter	College Faculty; Technological Literacy; Pedagogical Content Knowledge; Teacher Attitudes; Teacher Effectiveness; Blended Learning; Teaching Methods; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Technology Integration; Instructional Design; Self Efficacy; Instructional Leadership; Organizational Climate; Phenomenology; Foreign Countries; China + Suchen Sie Ihr Suchwort? Fakultät; Technisches Wissen; Pädagogische Kompetenz; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Self-efficacy; Selbstwirksamkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Organisationsklima; Phenomenological psychology; Phänomenologie; Psychologie; Ausland
Abstract	This qualitative study explored teachers' knowledge and teacher efficacy about implementing technology-integrated flipped classroom (FC) in higher education. Using the technological pedagogical content knowledge (TPACK) framework and teacher efficacy theories, the study probed the experiences and perceptions reported by 12 university teachers of English as a foreign language. Six themes emerged from the study. Themes 1 to 3 depicted how the EFL teachers practiced the three essential teaching tasks of technology-integrated FC. By incorporating the instructional design of FC into TPACK constructs, the study developed a new FC-situated TPACK framework. Themes 4 to 6 revealed that the teachers' sense of efficacy increased overall but fluctuate slightly. Factors improving teacher efficacy included positive changes in student performance, supportive leadership and climate, effective group work among colleagues, and open-mindedness toward technology. While factors decreasing teacher efficacy encompassed adherence to a unified teaching model imposed by the department, technology's non-user-friendly, and impersonal characteristics. This study provides a comprehensive view of how the sampled teachers applied FC-situated TPACK. Its findings also enhance the understanding of teacher efficacy, particularly in relation to FC instruction. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01