Online Teacher Quality and TPACK Framework of Knowledge: EFL Pre-service Teachers' Views

Basirat, Mina; Taghizadeh, Mahboubeh

doi:10.52547/jfl.9.37.125

Cited by 5 publications

(5 citation statements)

References 37 publications

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“…On the other hand, the analysis also indicates that technological knowledge obtained the lowest mean rating of 3.80. This corroborates with the findings of Basirat & Taghizadeh (2021) which revealed that teachers generally perceived their technological knowledge to be the lowest TPACK component.…”

Section: Discussionsupporting

confidence: 90%

“…In contrast, novice teachers were given significantly higher scores considering their technological knowledge, technological content knowledge, and technological pedagogical knowledge. In conjunction with these findings, a study conducted by Basirat and Taghizadeh (2021) revealed that among the seven categories of the TPACK framework, students considered content knowledge and pedagogical knowledge the first and second most significant frames of knowledge for an online teacher, respectively whereas technological knowledge and technological content knowledge received the lowest one. In addition, other studies also pointed out that the knowledge dimensions of TPACK, including technology, are dependent on age and teaching experience.…”

Section:  Introductionmentioning

confidence: 84%

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Do Teachers Have the Requisite Digital and Technology Skills for Online Learning?: The Case of A State University in the Philippines

Legarde

2023

JPP

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This study was conducted to determine the digital and technological skills of the teachers using the TPACK framework. Methods: This study employed a cross-sectional explanatory design to determine the technological competence of 196 teachers in a state university in the Philippines. Findings: Results of the study show that the respondents have very high pedagogical and content knowledge. This reflects that the teachers demonstrated mastery of content and well-versed of various methodologies and approaches that they used in their teaching. Further analysis also reveals that those teachers who have a very high level of technological competence also have a high level of technology acceptance. Auxiliary to this, teachers who have high technological competence perceived that using technology was highly acceptable. Conclusion: This research suggests that educational institutions should continue to conduct intensive trainings and technical support among teachers to further develop their technological skills so that they will become wellversed in using technological tools which are indispensable during online learning.

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Section: Discussionsupporting

confidence: 90%

Section:  Introductionmentioning

confidence: 84%

Do Teachers Have the Requisite Digital and Technology Skills for Online Learning?: The Case of A State University in the Philippines

Legarde

2023

JPP

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“…Sixth, avoid irrelevant material. Basirat & Taghizadeh (2021) argue that while basic teacher training aims to build competency, training should focus on a minimum set of specific competencies for diverse tasks and roles. This is done by designing messages, of course, needing to pay attention that what is conveyed is only important information, providing temporal boundaries, keys to be studied, and discussion topics.…”

Section: Discussionmentioning

confidence: 99%

Innovation of communication strategy on the learning process

Kurnia,

Rifa'i

2023

JINOTEP

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Abstrak: Pada tahun 2020, dunia diramaikan oleh fenomena wabah virus corona atau Corona Virus Disease 2019 (Covid-19). Hal ini menyebabkan berbagai sektor mengalami perubahan, salah satunya pada bidang pendidikan yang menujukkan penurunan. Hal ini menjadi peluang guru untuk memperbaiki kualitas pendidikan yang telah menurun. Oleh karena itu, guru diharapkan dapat menentukan bagaimana strategi komunikasi yang efisien dalam proses pembelajaran untuk meningkatkan efektivitas pendidikan. Tujuan dari penulisan ini adalah untuk mengetahui strategi komunikasi guru SD N Percobaan 4 Wates dalam proses pembelajaran. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan data yang diperoleh dari hasil observasi serta wawancara dengan guru SD Negeri Percobaan 4 Kulon Progo serta dokumentasi buku-buku penunjang penelitian dan bahan lainnya yang sesuai dengan kajian penelitian. Hasil dari penelitian ini adalah guru menggunakan strategi kurikulum khusus yang lebih ringan, menggunakan PowerPoint, dan menggunakan teknik ice-breaking agar dapat meningkatkan daya konsentrasi siswa. Dengan hasil penelitian ini, diharapkan pengajar ataupun pembaca dengan bidang yang sama untuk dapat menentukan bagaimana strategi komunikasi yang sesuai agar pembelajaran dapat berjalan dengan komunikasi yang efisien. Abstract: In 2020, the world was enlivened by the coronavirus outbreak or Corona Virus Disease 2019 (Covid-19) phenomenon. This causes various sectors to experience changes, one of which is in the education sector, which shows a decline. This is an opportunity for teachers to improve the quality of education that has declined. Therefore, teachers are expected to be able to determine how efficient communication strategies are in the learning process to increase educational effectiveness. The purpose of this writing is to find out the communication strategies of SD N Percobaan 4 Wates teachers in the learning process. The research method used is descriptive qualitative, with data obtained from observations and interviews with SD Negeri Percobaan 4 Wates teachers and documentation of research supporting books and other materials by research studies. The results of this study reveal that teachers used a lighter specific curriculum strategy, PowerPoint, and ice-breaking techniques to increase students' concentration power. With the results of this research, it is hoped that teachers or readers in the same field will be able to determine the appropriate communication strategy so that learning can proceed with efficient communication.

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“…However, using proper TPCK, teachers can motivate learners to investigate English learning material, and the model indicates that CK, which combines technology and educational capabilities, is vital for facilitating efficient and innovative classroom education (Mishra & Koehler, 2006). Moreover, Shadiev and Yang (2020) recommended incorporating technology into the teaching and learning process, where teachers could regulate their educational tasks, as well as their educational tactics, to effectively employ the present sources in the best way possible (Basirat and Taghizadeh, 2021;Tondeur et al, 2012). Simultaneously, using technology for teaching, practicing, assessing, and learning a foreign language has several advantages, particularly in EFL contexts where students have few opportunities to practice and evaluate their language abilities (Alsied & Pathan, 2013).…”

Section: Efl Teachers' Lacks On the Scopes Of Efl Teachers' Cpdmentioning

confidence: 99%

EFL teachers continuous professional development: Reflections and target needs

Mekie

2023

JPSP

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Continuous Professional development (CPD) has received growing attention in teacher education research since it has the potential to affect teacher learning. Despite this, studies on English as Foreign Language (EFL) teachers' needs for CPD have been limited. To bridge this gap, this study investigated EFL teachers' reflections on and target needs for CPD. This study employed a mixed-methods research design, which involves both quantitative and qualitative approaches to answer the research questions. The research participants included 20 EFL teachers teaching at government high schools, and the data were collected using a test, questionnaires, and interviews. The findings indicated that EFL teachers have different views of their lacks, wants, and necessities. Furthermore, EFL teachers reflected that the current CPD program, which is practiced in their school, was never conducted to help them develop their profession. At the 0.01 level (2-tailed), there was a strong, negative correlation between EFL teachers' CPD target needs and their reflections on the current CPD (r s = −0.961, n = 20, 𝑝 =. 01). Finally, the study recommends revising the CPD program; stakeholders should conduct program evaluations and then incorporate teachers' reflections and target needs for CPD.

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Online Teacher Quality and TPACK Framework of Knowledge: EFL Pre-service Teachers' Views

Abstract: This study aimed at examining prospective EFL teachers' views about quality of online English language teaching and Technological Pedagogical Content Knowledge (TPACK) and the related skills. To this end, the viewpoints of 100 graduate students of TEFL (M = 23, F = 77

Cited by 5 publications

References 37 publications

Do Teachers Have the Requisite Digital and Technology Skills for Online Learning?: The Case of A State University in the Philippines

Do Teachers Have the Requisite Digital and Technology Skills for Online Learning?: The Case of A State University in the Philippines

Innovation of communication strategy on the learning process

EFL teachers continuous professional development: Reflections and target needs

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