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Journal of Teaching Language Skills، جلد ۴۰، شماره ۴، صفحات ۱۶۱-۱۹۳
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عنوان انگلیسی Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK)
چکیده انگلیسی مقاله Theory and practice are two sides of one coin, and the way they are perceived adds to its practice. This holds true regarding teachers’ Technological Pedagogical Content Knowledge (TPACK) literacy status and its implementation. To shed more light on these issues in the Iranian EFL setting, this study was designed to pursue a three-fold purpose: the status quo of the Iranian EFL teachers' TPACK literacy, the contribution of TPACK literacy, and perception developments in the light of TPACK intervention. For the intervention purpose, TPACK workshops were implemented with 15 teachers through employing the TPACK framework and the learning by doing method. The results of chi-square data analysis showed statistically significant differences between the participants’ TPACK literacy before and after TPACK workshops and also positive contributions of the intervention. Moreover, it was observed that participants’ perceptions towards TPACK literacy developed in the light of TPACK workshops. Thereby, the study develops a new perspective and provides empirical evidence to investigate incorporating technology and knowledge into teaching English and Computer-Assisted Language Learning (CALL) in Iran. Also, the theoretical and pedagogical recommendations for future research and practice are provided.
کلیدواژه‌های انگلیسی مقاله TPACK Perceptions, CALL literacy, TPACK, TPACK Workshop
نویسندگان مقاله Rana Najjari |
Department of English Language Teaching, Central Tehran Branch, Islamic Azad University, Tehran, Iran

Gholam-Reza Abbasian |
English Language Department, Faculty of Basic Sciences, Imam Ali University, Tehran, Iran

Massood Yazdanimoghaddam |
Department of English Language Teaching, Islamic Azad University, Garmsar, Iran

نشانی اینترنتی https://tesl.shirazu.ac.ir/article_6217_ebf7ac0049279599dd9ea791a80c817c.pdf
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