Araştırma Makalesi
A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language
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A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language | |
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Author 1 | |
Author | Sarıçoban, Arif |
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Email | saricobanarif@gmail.com |
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Author 2 | |
Author | Tosuncuoğlu, İrfan |
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Email | irtosun@yahoo.com |
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Author 3 | |
Author | Kırmızı, Özkan |
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Email | ozkankirmizi@gmail.com |
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Anahtar Kelimeler
Kaynakça
- Adıgüzel, O. C. & Berk, Ş. (2009). The Methods of Reaching Information of the Teacher of Vocational and Technical Secondary Education. Electronic Journal of Social Sciences, 8(29), 64-75. Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302 Archambault, L.M. & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework, Computers & Education, 55, 1656–1662. Bacanak, A., Karamustafaoğlu, O., Köse, S. (2003). Eğitimde Yeni Bir Bakış: Eğitimde Teknoloji Okuryazarlığı. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14, 191-196. Baser, D. Kopcha, T.J. & Ozden, M.Y. (2016) Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language, Computer Assisted Language Learning, 29:4, 749-764, DOI: 10.1080/09588221.2015.1047456 Brutt-Griffler, J. (2002). World English: A study of its development. Clevedon: Multilingual Matters. Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51. Cheng, S.-L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98–113. https://doi.org/10.1016/j.tate.2018.04.014 Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349-365. https://doi.org/10.1016/S0346e251X(03)00047-2 Dumpit, D. Z., & Fernandez, C. J. (2017). Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model. International Journal of Educational Technology in Higher Education, 14(1), 5. Durdu, L., & Dag, F. (2017). Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course. Australian Journal of Teacher Education, 42(11) Efe, R. (2011). Science Student Teachers and Educational Technology: Experience, Intentions, and Value. Educational Technology & Society, 14 (1), 228–240. Erdogan, A., & Sahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia-Social and Behavioral Sciences, 2(2), 2707–2711. https://doi.org/10.1016/j.sbspro.2010.03.400 Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137e154. https://doi.org/10.1007/s11423-009-9132-y. Kleiman, G. M. (2004). Myths and realities about technology in K-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education, 4, 248-253 Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology. (Ed.) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, (CITE), 9(1), 60-70. Koehler, M., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111), New York: Springer. Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20–29. https://doi.org/10.1016/j.compedu.2014.04.022 Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal of Educational Technology & Society, 17(1), 185–196. Konakman, G., Yanpar Yelken, T. and Tokmak Sancar, H. (2013). Sınıf öğretmeni adaylarının TPAB‟lerine ilişkin algılarının çeşitli değişkenlere göre incelenmesi: Mersin Üniversitesi örneği. Kastamonu Eğitim Dergisi. 21(2), 665-684. Kozikoğlu, İ., & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20-33. Doi: 10.17263/jlls.547594 Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36(1), 1e14. https://doi.org/ 10.1080/15391523.2003.10782399 Krashen, S. (2006). Free reading. School Library Journal, (9), 43-46. Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284-296. Lewis, M. P. (2009). Ethnologue: Languages of the world. Dallas, Texas: SIL International. Liao. Y. C. (2007). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers & Education, 48(2). 216-233. McDougall, A. (2008). Models and practices in teacher education programs for teaching with and about ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 461 - 474). NewYork: Springer Margerum-Leys, J., & Marx, R. W. (2004). The nature and sharing of teacher knowledge of technology in a student teacher/mentor teacher pair. Journal of Teacher Education, 55(5), 421–437. doi:10.1177/0022487104269858 McArthur, T. (2003). The Oxford guide to world English. Oxford: Oxford University Press. Mishra, P., & Koehler, M. (2005). Educational Technology Dy Design: Results from a Survey Assessing İts Effectiveness. In C. Crawford, C. Roger, I. Gibson, K. McFerrin, J. Price, R. Weber and D. A. Willis (Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 1–7). Chesapeake, VA: AACE. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge:A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Öz, H. (2015). Assessing Pre-service English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge. International Education Studies; Vol. 8, No. 5 Ozer, Z. (2018). An investigation of prospective ELT teachers’ attitudes towards using computer technologies in foreign language teaching. Journal of Language and Linguistic Studies, 14(1), 328-341 Özmantar, M. F., Akkoç, H., Bingölbali, E., Demir, S. and Ergene, B. (2010). Preservice Mathematics Teachers’ Use of Multiple Representations in Technology-rich Environments. Eurasia Journal of Mathematics, Science &Technology Education, 6(1), 19-36. Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1e12. https://doi.org/10.1016/ j.compedu.2008.06.004. Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–430. Rakes, G.C., Fields, V.S. & Cox, K.E. (2006). The Influence of Teachers’ Technology use on Instructional Practices. Journal of Research on Technology in Education, 38(4), 411-426. Redmond, P. & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel, British Journal of Educational Technology, 50(4), 1–15. Rubdy, R. and Saraceni, M. (2006). English in the world: global rules, global roles. London: Continuum. Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67–80. https://doi.org/10.1016/j. chb.2017.11.003 Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument For Preservice Teachers, JRTE, 42(2), 123-149. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching (pp. 4-14). Educational Researcher. http://dx.doi.org/10.3102/0013189X015002004 Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. Journal of Science Education and Technology, 20(1), 17-25. Wallace, R. M. (2004). A framework for understanding teaching with the internet. American Educational Research Journal, 41(2), 447–488. doi:10.3102/00028312041002447. Zhang, S. Liu, Q. & Cai, Z. (2019). Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis, British Journal of Educational Technology, 50(5), 1–19 doi:10.1111/bjet.12751
Yıl 2019,
Cilt: 15 Sayı: 3, 1122 - 1138, 01.10.2019
Öz
Kaynakça
- Adıgüzel, O. C. & Berk, Ş. (2009). The Methods of Reaching Information of the Teacher of Vocational and Technical Secondary Education. Electronic Journal of Social Sciences, 8(29), 64-75. Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302 Archambault, L.M. & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework, Computers & Education, 55, 1656–1662. Bacanak, A., Karamustafaoğlu, O., Köse, S. (2003). Eğitimde Yeni Bir Bakış: Eğitimde Teknoloji Okuryazarlığı. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14, 191-196. Baser, D. Kopcha, T.J. & Ozden, M.Y. (2016) Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language, Computer Assisted Language Learning, 29:4, 749-764, DOI: 10.1080/09588221.2015.1047456 Brutt-Griffler, J. (2002). World English: A study of its development. Clevedon: Multilingual Matters. Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51. Cheng, S.-L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98–113. https://doi.org/10.1016/j.tate.2018.04.014 Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349-365. https://doi.org/10.1016/S0346e251X(03)00047-2 Dumpit, D. Z., & Fernandez, C. J. (2017). Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model. International Journal of Educational Technology in Higher Education, 14(1), 5. Durdu, L., & Dag, F. (2017). Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course. Australian Journal of Teacher Education, 42(11) Efe, R. (2011). Science Student Teachers and Educational Technology: Experience, Intentions, and Value. Educational Technology & Society, 14 (1), 228–240. Erdogan, A., & Sahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia-Social and Behavioral Sciences, 2(2), 2707–2711. https://doi.org/10.1016/j.sbspro.2010.03.400 Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137e154. https://doi.org/10.1007/s11423-009-9132-y. Kleiman, G. M. (2004). Myths and realities about technology in K-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education, 4, 248-253 Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology. (Ed.) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, (CITE), 9(1), 60-70. Koehler, M., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111), New York: Springer. Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20–29. https://doi.org/10.1016/j.compedu.2014.04.022 Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Journal of Educational Technology & Society, 17(1), 185–196. Konakman, G., Yanpar Yelken, T. and Tokmak Sancar, H. (2013). Sınıf öğretmeni adaylarının TPAB‟lerine ilişkin algılarının çeşitli değişkenlere göre incelenmesi: Mersin Üniversitesi örneği. Kastamonu Eğitim Dergisi. 21(2), 665-684. Kozikoğlu, İ., & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20-33. Doi: 10.17263/jlls.547594 Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36(1), 1e14. https://doi.org/ 10.1080/15391523.2003.10782399 Krashen, S. (2006). Free reading. School Library Journal, (9), 43-46. Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284-296. Lewis, M. P. (2009). Ethnologue: Languages of the world. Dallas, Texas: SIL International. Liao. Y. C. (2007). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers & Education, 48(2). 216-233. McDougall, A. (2008). Models and practices in teacher education programs for teaching with and about ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 461 - 474). NewYork: Springer Margerum-Leys, J., & Marx, R. W. (2004). The nature and sharing of teacher knowledge of technology in a student teacher/mentor teacher pair. Journal of Teacher Education, 55(5), 421–437. doi:10.1177/0022487104269858 McArthur, T. (2003). The Oxford guide to world English. Oxford: Oxford University Press. Mishra, P., & Koehler, M. (2005). Educational Technology Dy Design: Results from a Survey Assessing İts Effectiveness. In C. Crawford, C. Roger, I. Gibson, K. McFerrin, J. Price, R. Weber and D. A. Willis (Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 1–7). Chesapeake, VA: AACE. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge:A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Öz, H. (2015). Assessing Pre-service English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge. International Education Studies; Vol. 8, No. 5 Ozer, Z. (2018). An investigation of prospective ELT teachers’ attitudes towards using computer technologies in foreign language teaching. Journal of Language and Linguistic Studies, 14(1), 328-341 Özmantar, M. F., Akkoç, H., Bingölbali, E., Demir, S. and Ergene, B. (2010). Preservice Mathematics Teachers’ Use of Multiple Representations in Technology-rich Environments. Eurasia Journal of Mathematics, Science &Technology Education, 6(1), 19-36. Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1e12. https://doi.org/10.1016/ j.compedu.2008.06.004. Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–430. Rakes, G.C., Fields, V.S. & Cox, K.E. (2006). The Influence of Teachers’ Technology use on Instructional Practices. Journal of Research on Technology in Education, 38(4), 411-426. Redmond, P. & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel, British Journal of Educational Technology, 50(4), 1–15. Rubdy, R. and Saraceni, M. (2006). English in the world: global rules, global roles. London: Continuum. Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67–80. https://doi.org/10.1016/j. chb.2017.11.003 Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument For Preservice Teachers, JRTE, 42(2), 123-149. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching (pp. 4-14). Educational Researcher. http://dx.doi.org/10.3102/0013189X015002004 Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. Journal of Science Education and Technology, 20(1), 17-25. Wallace, R. M. (2004). A framework for understanding teaching with the internet. American Educational Research Journal, 41(2), 447–488. doi:10.3102/00028312041002447. Zhang, S. Liu, Q. & Cai, Z. (2019). Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis, British Journal of Educational Technology, 50(5), 1–19 doi:10.1111/bjet.12751
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Ekim 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 15 Sayı: 3 |