| Qualitative and quantitative analyses of pre-service teachers’ TPACK development: An Iranian experience |
| کد مقاله : 1150-ELTCONF5-FULL (R1) |
| نویسندگان |
|
حسن طرلانی *1، Abdolhossein Heydari2، زهرا واحدی3 1Hassan Tarlani-Aliabadi,
PhD in TEFL
English Department,
Farhanghian University, Tehran, Iran 2Assistant professor Department of English Language Teaching Farhanghian University, Tehran, Iran 3دانشگاه فرهنگیان |
| چکیده مقاله |
| Prior research shows that Technological Pedagogical Content Knowledge (TPACK) is one of the widely used frameworks to examine teachers’ abilities for successfully teaching with technology. TPACK is based on the premise that knowledge is subject-, content- and context-specific in building teachers’ capability of integrating technological knowledge into pedagogy in order to enhance student learning. The purpose of the current research is to examine a group of Iranian preservice teachers’ technological pedagogical content knowledge (TPCK) across various subject domains at an Iranian Farhanghian University. Both quantitative and qualitative data were collected. To this end, we asked 90 pre-service teachers to fill in a validated TPCK assessment survey (developed by Schmid, Brianza, Petko, 2020). Also, we interviewed 8 of the survey participants to investigate their reactions, experiences and perceptions about TPCK by answering a set of questions. Findings revealed that the teacher participants experienced relatively varying gains in all TPACK constructs. Most of the participants reported that they know the history and basic theories of the teaching subjects (i.e., content knowledge). However, only a small percentage was found to know TPCK, i.e., how to appropriately combine their teaching subjects, technologies, and teaching approaches. Implications are discussed for teacher education program educators and for all stakeholders for development and assessment of pre-service teacher knowledge of teaching with technology. |
| کلیدواژه ها |
| Keywords: Technological Pedagogical Content Knowledge; student learning; pre-service teachers; teacher education programs |
| وضعیت: پذیرفته شده برای ارائه شفاهی |