Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development

Nazari, Naghmeh; Nafissi, Zohreh; Estaji, Masoomeh; Marandi, S. Susan

doi:10.1080/2331186x.2019.1632010

Cited by 62 publications

(66 citation statements)

References 46 publications

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“…Hutchison and Reinking (2011) further found that teachers with professional development had less difficulty in using digital literacy in the classroom. In this case, professional development courses are considered as a facilitator of the use of digital literacy in the classroom (Nazari et al, 2019;Yang and Huang, 2018;Sadaf & Johnson, 2017;Hervey, 2015).…”

Section: Discussionmentioning

confidence: 99%

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

2019

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The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.

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Section: Discussionmentioning

confidence: 99%

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

2019

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“…In the result, there is no significant characteristic between Seniors and Sophomores (Senior > Sophomore > Junior). For instance, research was done by Nazari et al (2019) which focused on investigating TPACK perception between novice and experienced teachers for their professional development. The data of the study mostly showed a significant difference in their expected TPACK between beginner and experienced Iranian EFL teacher.…”

Section: Figurementioning

confidence: 99%

“…Many studies have been done in the scope of TPACK on the pre-service teacher. A survey conducted by Nazari, et al, (2019) evaluating the novice and experienced EFL teachers' TPACK for their professional development resulting in a significant difference in their expected TPACK between beginner and experienced Iranian EFL instructors. Novice EFL teachers are primarily more qualified in their knowledge of technology, knowledge of software information, knowledge of technology pedagogy and TPACK, but less specialized in their knowledge of pedagogy and material.…”

Section: Figurementioning

confidence: 99%

“…Recently, Nazari, Nafissi, Estaji, & Marandi (2019) show that there are some differences in the understanding of technology between novice EFL teachers and experienced EFL teachers. Qualified teachers have on the one hand, considerable knowledge of PK and PCK on how to develop their pedagogical and content knowledge for their professional development.…”

Section: Introductionmentioning

confidence: 99%

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Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

Ringotama

2021

celt

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The need for educators to integrate the use of technology in the classroom is growing for the past few years. However, previous studies indicated that the use of Information and Communications Technology (ICT) is still at a low level of what the education program requires. Furthermore, it seems that in the field of language education, there is limited research focusing on pre service teachers (PTs). Therefore, to address this gap, this paper aims at investigating how the pre service teacher's understanding of the TPACK principle and how they will apply TPACK in their classroom. This mix-method study is using TPACK questionnaire and interview through a random sampling of 68 pre-service teachers of English Education Department of UNS. Furthermore, the results revealed that most of the participants understood the concept of TPACK well, and they also had various ways to apply it in their classroom. It is expected that knowing pre service teachers' (PTs) perceptions about TPACK in teaching and learning process that can be beneficial for both English Education Department programs and PTs, such as understanding the PTs' teaching abilities, development of the use of technology in teaching by pre service teachers in order to improve teacher department programs itself to develop the teaching practice with the support of technology. In addition, this study has implications for experts interested in the development and assessment of pre service teachers' understanding of teaching with technology.

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“…Other principles that need to be considered when an online-based learning system is the ability of teachers to instruct assignments or teaching materials (Febriani et al, 2020), as well as teacher skills in designing online-based materials and collaborative learning strategies that can encourage optimal learning. The skills of collaborating with media, strategies, and evaluations when learning online greatly influence the success and interest of students in learning foreign languages (Nazari et al, 2019). This can illustrate that the learning approach determined by the teacher can provide encouragement for students to obtain elements of language.…”

Section: Introductionmentioning

confidence: 99%

Arabic Learning in the Digital Era: Approach in Online System

Arifin¹,

Febriani

Saputra

et al. 2021

Lughawiyah

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One alternative to learning Arabic in the digital era is through online learning using digital technology. The process of learning Arabic in Indonesia has developed rapidly in recent times. The transition from face-to-face to online classes requires adjustments in the learning approach. This research used literature review method. Sources of data were books, articles, and other relevant sources. Data were analyzed through data collection procedures, data grouping, data display, and drawing conclusion. The validity of the data was tested through source and technical triangulation. The result of the study indicated that there are three appropriate approaches for learning Arabic online in this digital era, namely the contextual approach, constructivism approach, and behaviorism approach. The choice of approach should meet the students’ needs and learning conditions. Each approach could be implemented through a variety of methods and techniques. The integration of these three approaches in learning Arabic online provides broad opportunities for students to study independently and develop language skills aspects through various available digital media platforms.

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Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development

Cited by 62 publications

References 46 publications

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

Arabic Learning in the Digital Era: Approach in Online System

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