Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development
Technological Pedagogical Content Knowledge (TPACK) is a framework which provides a number of opportunities for conducting research in teacher education, teacher professional development, and teacher’s use of technology. By applying TPACK framework, this mixed methods study aimed to examine novice a...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2019-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2019.1632010 |
| _version_ | 1797765664411222016 |
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| author | Naghmeh Nazari Zohreh Nafissi Masoomeh Estaji S. Susan Marandi |
| author_facet | Naghmeh Nazari Zohreh Nafissi Masoomeh Estaji S. Susan Marandi |
| author_sort | Naghmeh Nazari |
| collection | DOAJ |
| description | Technological Pedagogical Content Knowledge (TPACK) is a framework which provides a number of opportunities for conducting research in teacher education, teacher professional development, and teacher’s use of technology. By applying TPACK framework, this mixed methods study aimed to examine novice and experienced EFL teachers’ differences in their perceived TPACK and its influences on their professional development. To this end, for the quantitative phase, a sample of 427 EFL teachers, both male and female with different teaching experiences were selected from various English language institutes in Tehran. In the qualitative phase, 16 EFL teachers were selected for a structured interview. The quantitative results indicated that experienced teachers were of significantly higher scores in terms of pedagogical knowledge and pedagogical content knowledge subscales. In contrast, novice teachers were of significantly higher scores considering their technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. The qualitative results demonstrated that novice and experienced EFL teachers favored different professional development programs tailored to their needs. Likewise, they claimed that they could bridge the gap in their knowledge through collaboration in professional development courses. |
| first_indexed | 2024-03-12T20:14:21Z |
| format | Article |
| id | doaj.art-21efe1dc8ee74360bb54edfc4cec59e9 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:14:21Z |
| publishDate | 2019-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-21efe1dc8ee74360bb54edfc4cec59e92023-08-02T01:27:02ZengTaylor & Francis GroupCogent Education2331-186X2019-01-016110.1080/2331186X.2019.16320101632010Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional developmentNaghmeh Nazari0Zohreh Nafissi1Masoomeh Estaji2S. Susan Marandi3Alzahra UniversityAlzahra UniversityAllameh Tabataba’i UniversityAlzahra UniversityTechnological Pedagogical Content Knowledge (TPACK) is a framework which provides a number of opportunities for conducting research in teacher education, teacher professional development, and teacher’s use of technology. By applying TPACK framework, this mixed methods study aimed to examine novice and experienced EFL teachers’ differences in their perceived TPACK and its influences on their professional development. To this end, for the quantitative phase, a sample of 427 EFL teachers, both male and female with different teaching experiences were selected from various English language institutes in Tehran. In the qualitative phase, 16 EFL teachers were selected for a structured interview. The quantitative results indicated that experienced teachers were of significantly higher scores in terms of pedagogical knowledge and pedagogical content knowledge subscales. In contrast, novice teachers were of significantly higher scores considering their technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. The qualitative results demonstrated that novice and experienced EFL teachers favored different professional development programs tailored to their needs. Likewise, they claimed that they could bridge the gap in their knowledge through collaboration in professional development courses.http://dx.doi.org/10.1080/2331186X.2019.1632010tpackprofessional developmentefl teachersnovice teachersexperienced teachers |
| spellingShingle | Naghmeh Nazari Zohreh Nafissi Masoomeh Estaji S. Susan Marandi Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development Cogent Education tpack professional development efl teachers novice teachers experienced teachers |
| title | Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development |
| title_full | Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development |
| title_fullStr | Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development |
| title_full_unstemmed | Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development |
| title_short | Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development |
| title_sort | evaluating novice and experienced efl teachers perceived tpack for their professional development |
| topic | tpack professional development efl teachers novice teachers experienced teachers |
| url | http://dx.doi.org/10.1080/2331186X.2019.1632010 |
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