揭开EFL教师对TPACK的掌握:写作课程中的技术教学和内容知识
Hanadi Abubakir1, Yousef Alshaboul2
1National Center for Educational Development, College of Education, Qatar University, Doha, Qatar.
Heliyon
|July 13, 2023
概括
这项研究调查了卡塔尔的外语英语 (EFL) 教师的技术教学和内容知识 (TPACK). 调查结果显示,教师在各个领域的知识水平很高,但TPACK的水平最低,这凸显了有针对性的专业发展的需要.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 教师教育教育的教师教育.
背景情况:
- 在英语写作教学中整合技术对于提高技能至关重要.
- 在写作课程中对教师的技术教学和内容知识 (TPACK) 的研究是有限的.
- 本研究通过检查卡塔尔EFL预备教师中的TPACK来解决这一差距.
研究的目的:
- 在卡塔尔的EFL预备教师中探索TPACK的掌握程度.
- 确定教师TPACK中的特定优势和弱点.
- 在写作教学中为提高数字素养的专业发展倡议提供信息.
主要方法:
- 采用了一种描述性研究方法.
- 对182名现任教师进行了一项自报的TPACK调查.
- 数据分析侧重于整体TPACK水平和人口统计学变化.
主要成果:
- 教师在所有TPACK构造中展示了高水平的知识.
- 内容知识是最高的域,而整体TPACK是最低的.
- 男教师表现出更高的技术知识;早期职业生涯的教师 (1-5年) 在技术知识方面也获得了高分.
- 与同龄人相比,接受专业发展的教师表现出优异的TPACK.
结论:
- 虽然教师拥有强大的基础知识,但他们的综合TPACK需要改进.
- 有针对性的专业发展至关重要,为教师提供现代写作教学所需的技术素养.
- 调查结果为教育工作者和政策制定者提供了有价值的见解,在卡塔尔和类似的背景下.
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