A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language

Yıl 2019, Cilt: 15 Sayı: 3, 1122 - 1138, 01.10.2019

Arif Sarıçoban İrfan Tosuncuoğlu Özkan Kırmızı

https://doi.org/10.17263/jlls.631552

Öz

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language
The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of pre-service EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Başer et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers’ competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development.
Information about Author(s)*
Author 1
Author (Last name, First name)	Sarıçoban, Arif
Affiliated institution (University)
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No) Write only one corresponding author.
Author 2
Author (Last name, First name)	Tosuncuoğlu, İrfan
Affiliated institution (University)
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)	Kırmızı, Özkan
Affiliated institution (University)
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Anahtar Kelimeler

English as a foreign language; technology integration; technological pedagogical content knowledge; teacher education; assessment

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