An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark

Autor/in	Turgut, Yildiz
Titel	An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark
Quelle	In: Journal on English Language Teaching, 7 (2017) 4, S.1-15 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Foreign Countries; English (Second Language); College Second Language Programs; Comparative Education; Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Mixed Methods Research; Teaching Methods; Preservice Teacher Education; Phenomenology; Likert Scales; Student Surveys; Educational Practices; Second Language Instruction; Observation; Turkey; Denmark + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Vergleichende Erziehungswissenschaft; Pädagogische Kompetenz; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Phenomenological psychology; Phänomenologie; Psychologie; Likert-Skala; Schülerbefragung; Bildungspraxis; Fremdsprachenunterricht; Beobachtung; Türkei; Dänemark
Abstract	Technology has always been a part of teaching process and being able to teach with technology requires an understanding of how technology, pedagogy, and content interact to support student learning. Recently, studies on developing TPACK skills of teachers have been emerged; however, studies on TPACK in pre-service education on a specific domain, more specifically English Language Teaching, are limited and none of the existing studies have attempted to compare pre-service teachers' TPACK in different countries or contexts. Therefore, this study compares pre-service English language teachers' TPACK in two countries, Turkey and Denmark, at two Teacher Education Institutions' (TEI) contexts. Through a mixed-method design, results of the study indicated the differences not only in definition of technology, but also in technology applications and teaching processes. Based on these findings, suggestions for teacher education and future research were made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01