Literaturnachweis - Detailanzeige
| Autor/inn/en | Hsu, Liwei; Chen, Yen-Jung |
|---|---|
| Titel | Hierarchical Linear Modeling to Explore Contextual Effects on EFL Teachers' Technology, Pedagogy, and Content Knowledge (TPACK): The Taiwanese Case |
| Quelle | In: Asia-Pacific Education Researcher, 32 (2023) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hsu, Liwei) ORCID (Chen, Yen-Jung) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0119-5646 |
| DOI | 10.1007/s40299-021-00626-1 |
| Schlagwörter | Technology Integration; Technological Literacy; Pedagogical Content Knowledge; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Context Effect; Language Teachers; Administrator Attitudes; Teacher Attitudes; Foreign Countries; Hierarchical Linear Modeling; Correlation; Taiwan |
| Abstract | The integration of technology in teachers' pedagogical practices has become the norm within various educational settings including the English as a Foreign Language (EFL) praxis. Although the technology, pedagogy, and content knowledge (TPACK) of EFL teachers has been explored previously, the contextual effects of the diffusion of technology at each school on the teachers' TPACK are yet to be determined. The present study performed hierarchical linear modeling (HLM) to bridge this research gap. This study invited 492 EFL teachers and 112 school administrators from 71 schools in Taiwan to participate in this survey. The research instruments include the TPACK scale for EFL teachers' TPACK and the diffusion of innovation (DOI) questionnaires to assess the DOI at the school level. The four-stage HLM indicated that a cross-level analysis was appropriate, and the three elements of TPACK significantly affected TPACK. The contextual factor of DOI was found to be significantly influential in the TPACK of EFL teachers. Such an effect was negatively related to the technological knowledge of the EFL teachers; however, it was not significantly related to their pedagogical and content knowledge. The possible reasons are discussed accordingly followed by theoretical and practical implications entailed in this study. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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