Assessing Pre-Service English as a Foreign Language Teachers' Technological Pedagogical Content Knowledge

Autor/in	Öz, Hüseyin
Titel	Assessing Pre-Service English as a Foreign Language Teachers' Technological Pedagogical Content Knowledge
Quelle	In: International Education Studies, 8 (2015) 5, S.119-130 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Preservice Teachers; English Teachers; English (Second Language); Pedagogical Content Knowledge; Technological Literacy; Foreign Countries; Gender Differences; Preservice Teacher Education; Cooperating Teachers; Teacher Educators; Comparative Analysis; Mixed Methods Research; Turkey + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Pädagogische Kompetenz; Technisches Wissen; Ausland; Geschlechterkonflikt; Lehramtsstudiengang; Lehrerausbildung; Co-operation; Cooperation; Kooperation; Teacher education; Education; Lehrerbildung; Türkei
Abstract	The present research aimed to assess pre-service English as a foreign language teachers' technological pedagogical content knowledge. A total of 76 undergraduate students enrolled in an English language teaching (ELT) program at a major state university in Turkey were recruited in the study and were asked to anonymously complete the Technological Pedagogical Content Knowledge Scale and answered some open-ended questions. The findings revealed a highly developed knowledge of TPACK (Mean > 3.5; 81%). Gender differences were found to be significant with respect to Technological Knowledge (TK) and Pedagogical Knowledge (PK) dimensions with females proportionally having higher TPACK development. The findings of qualitative data analysis also revealed that compared with cooperating teachers, faculty members in the department used more TPACK in a classroom lesson. Thus, these findings contribute to understanding the nature and development of TPACK based instruction among pre-service English teachers, suggesting that the integration of content, pedagogy and technological knowledge into the existing teacher education paradigm and fostering technologically-rich environment for language learners will contribute to quality learning and teaching. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01