Teachers' TPACK during the COVID-19 Crisis: An Ecological Perspective on Arab and Jewish Teachers in Israel

Autor/inn/en	Masry-Herzallah, Asmahan; Stavissky, Yuliya
Titel	Teachers' TPACK during the COVID-19 Crisis: An Ecological Perspective on Arab and Jewish Teachers in Israel
Quelle	In: International Journal of Educational Management, 37 (2023) 5, S.929-948 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masry-Herzallah, Asmahan) ORCID (Stavissky, Yuliya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-10-2022-0442
Schlagwörter	Online Courses; COVID-19; Pandemics; Pedagogical Content Knowledge; Technological Literacy; Foreign Countries; Arabs; Jews; Teacher Competencies; Transformational Leadership; Context Effect; Leadership Styles; Correlation; Incidence; Elementary School Teachers; Middle School Teachers; High School Teachers; Israel + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Pädagogische Kompetenz; Technisches Wissen; Ausland; Arab; Araber; Jew; Jude; Jüdin; Juden; Lehrkunst; Führungsstil; Korrelation; Vorkommen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Purpose: This research examined correlations between contextual factors: frequency of online teaching (OT) (number of hours per week), Transformational Leadership Style (TLS) and TPACK (TPACK) among Arab and Jewish teachers in Israel after more than a year of teaching online during the COVID-19 crisis. Design/methodology/approach: Quantitative methodology elicited data from 437 questionnaires. An online questionnaire was first sent to Israeli Arab and Jewish teachers studying for M.A degrees in three randomly selected higher education institutes in Israel, and then the questionnaire was sent to other teachers, selected through the snowball method. After data collection common method variance was precluded. Findings: The findings of this research indicated a positive correlation between frequency of OT, TLS and TPACK among Israeli teachers. Major differences were found between Arab and Jewish teachers: Arab teachers (AT) reported more improvement of TPACK, although they taught fewer hours than Jewish teachers (JT). In addition, TLS and sector (Arab/Jewish) moderated the positive correlation between the frequency of OT and TPACK among ATs. Originality/value: The findings of this research validate the opportunity created by the COVID-19 crisis for cultivation of teachers' TPACK through OT. This research contributes to extant relevant literature and practice concerning the influence of contextual factors on teachers' improvement of their TPACK while performing OT during the COVID-19 crisis and can inform the design of ecological and culturally appropriate education policies in the post-COVID-19 period. The research was built on the theories of TLS, which is a crucial component supporting the influence of technology integration. The findings strengthen existing knowledge on the unique capacity of TLS to buffer negative external influences imposed on teachers' TPACK and motivate them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01