Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

Autor/inn/en	Wu, Ying-Tien; Wang, Amber Yayin
Titel	Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan
Quelle	In: Asia-Pacific Education Researcher, 24 (2015) 3, S.525-533 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-015-0240-7
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Pedagogical Content Knowledge; Technological Literacy; Elementary School Teachers; Faculty Development; Questionnaires; Statistical Analysis; Interviews; Observation; Computer Assisted Instruction; Educational Technology; Qualitative Research; Taiwan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Technisches Wissen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Statistische Analyse; Interviewing; Interviewtechnik; Beobachtung; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Qualitative Forschung
Abstract	The importance of teachers' technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of teachers' TPACK when teaching English as a Foreign Language (EFL), as well as the need for their further TPACK development, has not been properly addressed. To fill the gap in TPACK research in the EFL domain, this study aims to explore the TPACK among 22 in-service EFL teachers at elementary schools in Taiwan. Also, the possible needs of these EFL teachers for their future professional development were investigated. In order to better portray the TPACK of the EFL teachers, both their synthesized TPACK and performance on the seven TPACK construct components were evaluated in this study. A quantitative questionnaire was used to assess the EFL teachers' performance on the seven TPACK construct components. Their synthesized TPACK was revealed by means of interviews and classroom observations. The Revised Bloom's Taxonomy and the pedagogic framework for computer-assisted language learning were used to analyze the qualitative data collected from the interviews and class observations. The results indicated that the EFL teachers needed more technology knowledge to further develop their TPACK, and that the EFL teachers' TPACK focused much on motivating students, rather than on using technology for creating opportunities for students to use English language meaningfully and authentically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01