پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 960 |
| تعداد مقالات | 7,934 |
| تعداد مشاهده مقاله | 13,422,401 |
| تعداد دریافت فایل اصل مقاله | 9,541,124 |
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 | ||
| مراجع | ||
|
Ansyari, M. F. (2015). Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms. Australasian Journal of Educational Technology, 31(6), 699-712.
Baser, D., Kopcha, T., & Ozden, M. (2015). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning. 1-16. https://doi.org/10.1080/09588221.2015.1047456.
Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online highereducation. Journal of Educational Computing Research, 48(2), 153-172.
Boehm, R. G., Brysch, C. P., Mohan, A., & Backler, A. (2012). A new pathway: Video-based professional development in geography. Journal of Geography, 111(2), 41-53.
Bustamante, C. (2019). TPACK-based professional development on web 2.0 for Spanish teachers: A case study. Computer Assisted Language Learning, 32 (1), 1-26.
Cahyono, B. Y., Kurnianti, O. D., & Mutiaraningrum, I. (2016). Indonesian EFL teachers’ application of TPACK in in-service education teaching practices. International Journal of English Language Teaching, 4(5), 16-30.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73.
Chai, C. S., Koh, J. H. L., Tsai, C. C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193.
Cheng, K. H. (2017). A survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan. Computer Assisted Language Learning, 30(7), 692-708.
Collins, L. J., & Liang, X. (2015). Examining high quality online teacher professional development: Teachers' voices. International Journal of teacher leadership, 6(1), 18-34.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. National Staff Development Council. https://static1.squarespace.com
Dede, C., Jass Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19.
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319- 346.
Dong, Y., Chai, C. S., Sang, G. Y., Koh, J. H. L., & Tsai, C. C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers' technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 18(1), 158-169.
Elliott, J. C. (2017). The evolution from traditional to online professional development: A review. Journal of Digital Learning in Teacher Education, 33(3), 114-125.
Elliott, P. S. (2018). Practice what we teach: Using the TPACK framework to connect professional development and academic programs and processes. College and University, 93(4), 16-24.
Farrell, T. S. C. (2000). English teacher development: Top-down, bottom-up or both? Teaching and Learning, 21(1), 27-35.
Fathi, J., & Yousefifard, S. (2019). Assessing language teachers’ technological pedagogical content knowledge (TPACK): EFL students’ perspectives. Research in English Language Pedagogy, 7(2), 255-282.
Gu, L., Jiao, J., Wang, X., Jia, Y., Qin, D., & Lindberg, J. O. (2012). Case studies on the use of technology in TPD (Teacher Professional Development). US-China Education Review, A(3), 278-290.
Hafiz, M., & Kwong, T. (2019). A structured, multi-mode professional development programme on blended learning and its influences on the participants' TPACK. International Journal of Smart Technology and Learning, 1(3), 267-280.
Hammonds, L., Matherson, L. H., Wilson, E. K., & Wright, V. H. (2013). Gateway tools: Five tools to allow teachers to overcome barriers to technology integration. Delta Kappa Gamma Bulletin, 80(1), 36-40.
Hartono, R. (2016). Indonesian EFL Teachers' perceptions and experiencs of professional development. (Master’s thesis). Indiana Universityof Pennsylvania.http://knowledge.library.iup.edu/etd
Hodge, A. (2015). Teachers’ perceptions of an online social network as an instructional platform: The impact of an Edmodo-based professional development workshop. Doctoral Dissertations and Projects. Duquesne University.
Hsiao, E. L. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1), 15-30.
Jang, S. J., & Chang, Y. (2016). Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors. Australasian Journal of EducationalTechnology, 32(1), 107-122.
Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical knowledge (TPACK)? Contemporary Issues in Technology Education, 9(1), 60-70.
Koh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research and Development, 67(3), 577-595.
Kwangsawad, T. (2016). Examining EFL pre-service teachers' TPAC through self-report, lesson plans and actual practice. Journal of Education and Learning, 10(2), 103-108.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
Le, N., & Song, J. (2018). TPACK in a CALL course and its effect on Vietnamese pre-service EFL teachers1. The Asian EFL Journal Quarterly, 20 (9.1), 31-56.
Liu, M. H., & Kleinsasser, R. (2015). Exploring EFL teachers’ knowledge and competencies: In-service program perspectives. Language Learning & Technology, 19(1), 119-138.
Liu, S., Liu, H., Yu, Y., Li, Y., & Wen, T. (2014). TPACK: A new dimension to EFL teachers’ PCK. Journal of Education and Human Development, 3(2), 681-693.
Malik, S., Rohendi, D., & Widiaty, I. (2019, February). Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) integration: A literature review. In 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Atlantis Press.
Matherson, L. H., Wilson, E. K., & Wright, V. H. (2014). Need TPACK? Embrace sustained professional development. Delta Kappa Gamma Bulletin, 81(1), 45.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1-26.
Niess, M. L., van Zee, E. H., & Gillow-Wiles, H. (2010). Knowledge growth in teaching mathematics/science with spreadsheets: Moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42-52.
Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education. 30(10), 1281-1299.
Oster-Levinz, A., & Klieger, A. (2010). Online tasks as a tool to promote teachers’ expertise within the Technological Pedagogical Content Knowledge (TPACK). Procedia Social and Behavioral Sciences, 2(2), 354-358.
Ozudogru, M., & Ozudogru, F. (2019). Technological pedagogical content knowledge of mathematics teachers and the effect of demographic variables. Contemporary educational technology, 10(1), 1-24.
Pareto, L., & Willermark, S. (2019). TPACK in situ: A design-based approach supporting professional development in practice. Journal of Educational Computing Research, 57(5),1186-1226.
Parsons, S. A., Hutchison, A. C., Hall, L. A., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education:International Journal of Research and Studies, 82(1), 33-42.
Pelgrum, W. J., & Law, N. W. Y. (2003). ICT in education around the world: Trends, problems and prospects. UNESCO: International Institute for Educational Planning.
Powell, C. G., & Bodur, Y. (2019). Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 77(1), 19-30.
Prestridge, S. (2017). Conceptualizing self-generating online teacher professional development. Technology, Pedagogy and Education, 26(1), 85-104.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Smith, J. A., & Sivo, S. A. (2012). Predicting continued use of online teacher professional development and the influence of social presence and sociability. British Journal of Educational Technology, 43(6), 871-882.
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59-70.
Tanak, A. (2018). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences, 30, 1-7. https://doi.org/10.1016/j. kjss.2018.07.012
Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138.
Tseng, J. J. (2018). Exploring TPACK-SLA interface: Insights from the computer-enhanced classroom. Computer Assisted Language Learning, 31(4), 390-412.
Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: Pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25, 2823-2842. https://doi.org/10.1007/s10639-019-10092-4
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, pedagogy and education, 26(1), 69-83.
Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.
Young, J. R., Young, J., Hamilton, C., & Pratt, S. S. (2019). Evaluating the effects of professional development on urban tathematics Teachers TPACK using confidence intervals. Journal of Research in Mathematics Education, 8(3), 312-338. | ||
|
آمار تعداد مشاهده مقاله: 1,397 تعداد دریافت فایل اصل مقاله: 1,757 |
||