چکیده:
Technological Pedagogical Content Knowledge (TPACK) is a theory for teacher knowledge for effective and creative teaching which has created opportunities for research on teachers’ professional development. This sequential explanatory mixed methods study sought to investigate the impact of a TPACK-focused online professional development course on EFL teachers’ TPACK through employing TPACK theory and explored their views on their experiences of attending the course. Regarding the quantitative stage, 30 EFL teachers (15 novice and 15 experienced) attended the course through volunteer sampling. Prior to course initiation and after its completion, the TPACK-EFL survey was administered and re-administered as pre-test and post-tests, respectively. Concerning the qualitative phase, 12 EFL teacher participants voluntarily attended a semi-structured interview. The Wilcoxon Signed Ranks Test and paired sample t-test results suggested that the online course had significantly affected EFL teachers concerning their TPACK except in PCK (Pedagogical Content Knowledge) of the novice group and CK (Content Knowledge) of both groups. Experienced teachers could benefit more from the course in terms of TPACK and PCK (Pedagogical Content Knowledge). Regarding the qualitative results, it was revealed that all interviewees expressed positive attitudes toward the course. Also, themes related to distinctive features of the course, challenges they encountered and aspects of TPACK they had improved emerged in their responses. The results of the study offer precious educational implications for TTC educators, education course developers, EFL teachers, administrators, supervisors, policy makers, and stakeholders.
خلاصه ماشینی:
The Impact of an Online Pro- fessional Development Course on EFL Teachers’ TPACK Naghmeh Nazari1 Zohreh Nafissi*2 Masoomeh Estaji3 Received: 2020-01-18 | Revised: 2020-02-01 | Accepted: 2020-03-04 Abstract Technological Pedagogical Content Knowledge (TPACK) is a theory for teacher knowledge for effective and creative teaching which has created opportunities for research on teachers’ professional development.
This sequential explanatory mixed methods study sought to investigate the impact of a TPACK-focused online professional development course on EFL teachers’ TPACK through employing TPACK theory and explored their views on their experiences of attending the course.
The Wilcoxon Signed Ranks Test and paired sample t-test results suggested that the online course had significantly affected EFL teachers concerning their TPACK except in PCK (Pedagogical Content Knowledge) of the novice group and CK (Content Knowledge) of both groups.
g. Bustamante, 2019; Hafiz & Kwong, 2019), there was a paucity of research specifically linking the impact of training of Iranian novice and experienced EFL instructors through an online professional development course on TPACK, focusing pre- dominantly on knowledge of technology and knowledge of pedagogy as a sec- ond priority.
The TPACK framework was utilized to account for how EFL teachers with different teaching experiences could learn from the course to incorporate technology, pedagogy, and content more effectively con- tributing to their PD and ultimately leading to student improvement.
According to the aforementioned studies and the literature reviewed, findings are scarce concerning the impact of an oTPD course on novice and experienced EFL teachers perceived TPACK.