A Comparison of Pre-Service, In-Service and Formation Program for Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT)

Autor/in	Turgut, Yildiz
Titel	A Comparison of Pre-Service, In-Service and Formation Program for Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT)
Quelle	In: Educational Research and Reviews, 12 (2017) 22, S.1091-1106 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Comparative Analysis; Preservice Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Pedagogical Content Knowledge; Technological Literacy; Language Teachers; Foreign Countries; Teaching Methods; Teacher Education; Scores; Student Attitudes; Self Efficacy; Mixed Methods Research; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pädagogische Kompetenz; Technisches Wissen; Language teacher; Sprachunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Türkei
Abstract	In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although teacher-certificate programs are employed in many countries, none of the existing studies have examined teacher-candidates' TPACK, especially in English language teaching (ELT). To fill the gap, this study aims to compare TPACK among teachercandidates, pre-service and in-service English as a foreign language (EFL) teachers in Turkey. Quantitative and qualitative data analysis indicated significant differences among them. Based on these findings, suggestions for teacher education and future research were made. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01