On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus
This research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 45 EFL learners...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Isfahan Branch
2022-09-01
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| Series: | Research in English Language Pedagogy |
| Subjects: | |
| Online Access: | https://relp.isfahan.iau.ir/article_695387_b2b8d484c4b81d6b2b5ccd8c217055d3.pdf |
| _version_ | 1797990875067842560 |
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| author | Rana Najjari Gholam-Reza Abbasian Massood Yazdanimoghaddam |
| author_facet | Rana Najjari Gholam-Reza Abbasian Massood Yazdanimoghaddam |
| author_sort | Rana Najjari |
| collection | DOAJ |
| description | This research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 45 EFL learners by applying the TPACK model (Koehler & Mishra, 2006) and learning by doing (Hegelheimer & Chapelle, 2004). The data analyses showed statistically significant differences between the participants' perceptions regarding TPACK intervention in pre and post-workshop stages and positive augmentations of TPACK workshops on academic behavior of EFL teachers. Therefore, the study provides a novel viewpoint regarding the importance of the participants' perceptions in blending technology into English teaching practice and suggests the actual beliefs and perceptions of Iranian EFL teachers and learners towards incorporating technology into English language teaching and Computer-Assisted Language Learning (CALL) and teachers' academic behavior changes after implementation of online TPACK workshops as a professional development program. |
| first_indexed | 2024-04-11T08:43:32Z |
| format | Article |
| id | doaj.art-c29fb459e919444d9b062cc84eff2cd4 |
| institution | Directory Open Access Journal |
| issn | 2588-3259 2538-4244 |
| language | English |
| last_indexed | 2024-04-11T08:43:32Z |
| publishDate | 2022-09-01 |
| publisher | Islamic Azad University, Isfahan Branch |
| record_format | Article |
| series | Research in English Language Pedagogy |
| spelling | doaj.art-c29fb459e919444d9b062cc84eff2cd42022-12-22T04:34:02ZengIslamic Azad University, Isfahan BranchResearch in English Language Pedagogy2588-32592538-42442022-09-0110353756410.30486/relp.2022.1963831.1394695387On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in FocusRana Najjari0Gholam-Reza Abbasian1Massood Yazdanimoghaddam2Department of English Language Teaching, Central Tehran Branch, Islamic Azad University, Tehran, IranDepartment of English Language Teaching, Imam Ali University, Tehran, IranDepartment of English Language Teaching, Islamic Azad University, Garmesar, IranThis research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 45 EFL learners by applying the TPACK model (Koehler & Mishra, 2006) and learning by doing (Hegelheimer & Chapelle, 2004). The data analyses showed statistically significant differences between the participants' perceptions regarding TPACK intervention in pre and post-workshop stages and positive augmentations of TPACK workshops on academic behavior of EFL teachers. Therefore, the study provides a novel viewpoint regarding the importance of the participants' perceptions in blending technology into English teaching practice and suggests the actual beliefs and perceptions of Iranian EFL teachers and learners towards incorporating technology into English language teaching and Computer-Assisted Language Learning (CALL) and teachers' academic behavior changes after implementation of online TPACK workshops as a professional development program.https://relp.isfahan.iau.ir/article_695387_b2b8d484c4b81d6b2b5ccd8c217055d3.pdfacademic behavior changeslearners' perceptionsteachers' perceptionstpacktpack workshop |
| spellingShingle | Rana Najjari Gholam-Reza Abbasian Massood Yazdanimoghaddam On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus Research in English Language Pedagogy academic behavior changes learners' perceptions teachers' perceptions tpack tpack workshop |
| title | On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus |
| title_full | On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus |
| title_fullStr | On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus |
| title_full_unstemmed | On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus |
| title_short | On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus |
| title_sort | on the efficacy of technological pedagogical content knowledge tpack workshops academic behavior and perceptions in focus |
| topic | academic behavior changes learners' perceptions teachers' perceptions tpack tpack workshop |
| url | https://relp.isfahan.iau.ir/article_695387_b2b8d484c4b81d6b2b5ccd8c217055d3.pdf |
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