Literaturnachweis - Detailanzeige
Autor/inn/en | Zhang, Meng; Fang, Xiaotian |
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Titel | Exploring University EFL Teachers' Technological Pedagogical Content Knowledge and Teacher Efficacy in Technology-Integrated Flipped Classroom |
Quelle | In: SAGE Open, 12 (2022) 3, (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zhang, Meng) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
DOI | 10.1177/21582440221116105 |
Schlagwörter | College Faculty; Technological Literacy; Pedagogical Content Knowledge; Teacher Attitudes; Teacher Effectiveness; Blended Learning; Teaching Methods; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Technology Integration; Instructional Design; Self Efficacy; Instructional Leadership; Organizational Climate; Phenomenology; Foreign Countries; China Fakultät; Technisches Wissen; Pädagogische Kompetenz; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Self-efficacy; Selbstwirksamkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Organisationsklima; Phenomenological psychology; Phänomenologie; Psychologie; Ausland |
Abstract | This qualitative study explored teachers' knowledge and teacher efficacy about implementing technology-integrated flipped classroom (FC) in higher education. Using the technological pedagogical content knowledge (TPACK) framework and teacher efficacy theories, the study probed the experiences and perceptions reported by 12 university teachers of English as a foreign language. Six themes emerged from the study. Themes 1 to 3 depicted how the EFL teachers practiced the three essential teaching tasks of technology-integrated FC. By incorporating the instructional design of FC into TPACK constructs, the study developed a new FC-situated TPACK framework. Themes 4 to 6 revealed that the teachers' sense of efficacy increased overall but fluctuate slightly. Factors improving teacher efficacy included positive changes in student performance, supportive leadership and climate, effective group work among colleagues, and open-mindedness toward technology. While factors decreasing teacher efficacy encompassed adherence to a unified teaching model imposed by the department, technology's non-user-friendly, and impersonal characteristics. This study provides a comprehensive view of how the sampled teachers applied FC-situated TPACK. Its findings also enhance the understanding of teacher efficacy, particularly in relation to FC instruction. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |