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The Impact of an Online Professional Development Course on EFL Teachers’ TPACK | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 1 - شماره پیاپی 7، فروردین 2020، صفحه 59-86 اصل مقاله (632.34 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.29892.1248 | ||
| نویسندگان | ||
| Naghmeh Nazari1؛ Zohreh Nafissi* 2؛ Masoomeh Estaji3 | ||
| 1PhD Candidate of TEFL, Department of English Language and Literature, Faculty of Literature, Alzahra University, Tehran, Iran | ||
| 2Department of English Language and Literature, Faculty of Literature, Alzahra University, Tehran, Iran | ||
| 3Department of English Language and Literature, Faculty of Foreign Lan-guages,Allameh Tabataba'i University, Tehran, Iran | ||
| چکیده | ||
| Technological Pedagogical Content Knowledge (TPACK) is a theory for teacher knowledge for effective and creative teaching which has created opportunities for research on teachers’ professional development. This sequential explanatory mixed methods study sought to investigate the impact of a TPACK-focused online professional development course on EFL teachers’ TPACK through employing TPACK theory and explored their views on their experiences of attending the course. Regarding the quantitative stage, 30 EFL teachers (15 novice and 15 experienced) attended the course through volunteer sampling. Prior to course initiation and after its completion, the TPACK-EFL survey was administered and re-administered as pre-test and post-tests, respectively. Concerning the qualitative phase, 12 EFL teacher participants voluntarily attended a semi-structured interview. The Wilcoxon Signed Ranks Test and paired sample t-test results suggested that the online course had significantly affected EFL teachers concerning their TPACK except in PCK (Pedagogical Content Knowledge) of the novice group and CK (Content Knowledge) of both groups. Experienced teachers could benefit more from the course in terms of TPACK and PCK (Pedagogical Content Knowledge). Regarding the qualitative results, it was revealed that all interviewees expressed positive attitudes toward the course. Also, themes related to distinctive features of the course, challenges they encountered and aspects of TPACK they had improved emerged in their responses. The results of the study offer precious educational implications for TTC educators, education course developers, EFL teachers, administrators, supervisors, policy makers, and stakeholders. | ||
| کلیدواژه‌ها | ||
| TPACK؛ Online Teacher Professional Development؛ Technology Integration؛ Educational Technology؛ Engineering Education | ||
| عنوان مقاله [English] | ||
| تأثیر یک دورۀ آموزشی برخط (آنلاین) پیشرفت حرفه‌ای بر دانش محتوایی آموزشی فناورانۀ معلمان زبان انگلیسی به‌عنوان زبان خارجی | ||
| نویسندگان [English] | ||
| نغمه نظری1؛ زهره نفیسی2؛ معصومه استاجی3 | ||
| 1دانشجوی دکتری آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی؛ دانشکدۀ ادبیات، دانشگاه الزهرا (س)، تهران، ایران | ||
| 2استادیار گروه زبان و ادبیات انگلیسی؛ دانشکدۀ ادبیات، دانشگاه الزهرا (س)، تهران، ایران، | ||
| 3دانشیار گروه زبان و ادبیات انگلیسی ، دانشکدۀ ادبیات فارسی و زبان‌های خارجی، دانشگاه علامه طباطبائی، تهران، ایران | ||
| چکیده [English] | ||
| دانش محتوایی آموزشی فناورانه (TPACK) نظریه‌ای است در باب دانش مدرسان برای تدریس مؤثر و خلاق که فرصت‌هایی برای پژوهش در زمینۀ توسعۀ حرفه‌ای مدرسان پدید آورده است. این پژوهش با رویکرد ترکیبی توصیفیِ متوالی و بهره‌گیری از نظریۀ مورد اشاره، با هدف بررسی تأثیر یک دورۀ توسعۀ حرفه‌ای برخط (آنلاین) با محوریت دانش محتوایی آموزشی فناورانۀ مدرسان زبان انگلیسی انجام شد و در آن نظر شرکت‌کنندگان درمورد تجربۀ شرکت در این دوره مورد بررسی قرارگرفت. در مرحلۀ کمّیِ پژوهش، ۳۰ مدرس زبان انگلیسی (۱۵ نفر تازه‌کار و ۱۵ نفر باتجربه) از طریق نمونه‌گیری داوطلبی انتخاب و در دوره شرکت کردند. شرکت‌کنندگان پیش از شروع دوره و پس از پایان آن پرسش‌نامۀ دانش محتوایی آموزشی فناورانۀ زبان انگلیسی به‌عنوان زبان خارجی را به‌عنوان پیش‌آزمون و پس‌آزمون پاسخ دادند. در مرحلۀ کیفی پژوهش، ۱۲ نفر از شرکت‌کنندگان به‌طور داوطلبانه در مصاحبۀ نیمه‌ساختاریافته شرکت کردند. نتایج آزمون ویلکاکسون و تی زوجی نشان داد دورۀ برخط، به‌جز دانش محتواییِ آموزشی ( PCK) گروه تازه‌کار و دانش محتوایی (PK) هر دو گروه تازه‌کار و باتجربه، تأثیر قابل توجهی بر دانش محتواییِ آموزشیِ فناورانۀ مدرسان زبان انگلیسی دارد. از نظر دانش محتوایی آموزشی فناورانه و دانش محتوایی آموزشی، مدرسان باتجربه توانستند بیش از سایر مدرسان از این دوره بهره‌مند شوند. باتوجه به نتایج کیفی مشخص شد کلیۀ مصاحبه‌شوندگان نسبت به دوره نگرش مثبت داشتند. همچنین این افراد در پاسخ‌های خود به مواردی ازجمله، ویژگی‌های متمایزکنندۀ این دوره، چالش‌هایی که با آن روبه‌رو بودند و جنبه‌هایی از دانش محتوایی آموزشی فناورانه‌شان که طی این دوره ارتقا یافت اشاره کردند. نتایج این مطالعه برای مربیان دوره‌های تربیت مدرس، طراحان دوره‌های آموزشی، مدرسان زبان انگلیسی به‌عنوان زبان خارجی، مدیران، سرپرستان، سیاست‌گذاران و ذینفعان پیامدهای ارزشمند آموزشی دربردارد. | ||
| کلیدواژه‌ها [English] | ||
| دانش محتوایی آموزشی فناورانه, توسعه حرفه ای برخط مدرس, ادغام فناوری, فناوری آموزشی, مهندسی آموزش | ||
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