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EFL pre-service vs. in-service teachers' perception of TPACK and promoting its development in EFL instruction
العناوين الأخرى
تصور معلمي اللغة الإنجليزية قبل الخدمة مقارنة المعلمين أثناء الخدمة لمفهوم مج التكنولوجيا في إطار (TPACK) و تعزيز تطويره في اللغة الإنجليزية كلغة أجنبية
المؤلف
Kharbush, Randah M. Safi al-Din
المصدر
Journal of the Education College at Benha University
العدد
المجلد 32، العدد 126، ج. 2 (30 إبريل/نيسان 2021)، ص ص. 27-70، 44ص.
الناشر
تاريخ النشر
2021-04-30
دولة النشر
مصر
عدد الصفحات
44
التخصصات الرئيسية
الموضوعات
الملخص EN
The present study aims to use TPACK (Technological Pedagogical and Content Knowledge) framework to assess EFL pre-service versus in-service teachers' perception of technology integration in EFL instruction and promoting its development among pre-service ones.
For collecting quantitative data, a total of 84 pre-service teachers enrolled in the English section at Benha Faculty of Education, and 41 in-service EFL teachers were asked to anonymously complete the TPACK Scale.
Quantitative data analysis indicated significant differences between the two groups; as EFL pre-service teachers scored higher in TK and marginally better in TCK domain, meanwhile, EFL in-service teachers significantly surpassed in their PK, CK, TPK and PCK.
There was no significant difference between the two groups in TPACK sub-domain of the scale.
The qualitative study engaged 18 EFL pre-service teachers, recruited to explore the use of TPACK in the EFL classroom during teaching practice.
The participants attended three preliminary sessions in which they were introduced to TPACK framework and instructional designs based on its model.
They practiced using TPACK-oriented instructional designs with their peers in micro-teaching sessions.
Results of qualitative data analysis revealed that the participants benefited from applying TPACK framework to improve the quality of EFL instruction in their teaching practices.
These findings promote understanding TPACK framework and its based instruction among EFL pre-service teachers, suggesting the integration of TPACK into the current teacher education programs and stimulating a technologically rich environment to promote quality EFL instruction.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Kharbush, Randah M. Safi al-Din. 2021. EFL pre-service vs. in-service teachers' perception of TPACK and promoting its development in EFL instruction. Journal of the Education College at Benha University،Vol. 32, no. 126، ج. 2, pp.27-70.
https://search.emarefa.net/detail/BIM-1361823
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Kharbush, Randah M. Safi al-Din. EFL pre-service vs. in-service teachers' perception of TPACK and promoting its development in EFL instruction. Journal of the Education College at Benha University Vol. 32, no. 126, p. 2 (Apr. 2021), pp.27-70.
https://search.emarefa.net/detail/BIM-1361823
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Kharbush, Randah M. Safi al-Din. EFL pre-service vs. in-service teachers' perception of TPACK and promoting its development in EFL instruction. Journal of the Education College at Benha University. 2021. Vol. 32, no. 126، ج. 2, pp.27-70.
https://search.emarefa.net/detail/BIM-1361823
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
-
رقم السجل
BIM-1361823
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
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تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر
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