Preparing Teachers to Teach Adolescent Literature in the 21st Century

George, Marshall

doi:10.1080/00405841.2011.584028

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…However, with computer-assisted language learning (CALL) and technology-enhanced language learning (TELL), there has been increased interest; research on TPACK in the English language domain (e.g., Hughes and Scharber 2008;Schmidt and Gurbo 2008) has been conducted to help prepare effective English teachers. Despite this increased interest, most of the related research has investigated TPACK in native-language English (e.g., George 2011;Parr et al 2013;Robin 2008). Studies on TPACK in teaching English as a second or other language (TESOL) or as a foreign language (EFL) appear to be scarce.…”

Section: Introductionmentioning

confidence: 97%

Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

Wang

2015

Asia-Pacific Edu Res

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The importance of teachers' technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of teachers' TPACK when teaching English as a Foreign Language (EFL), as well as the need for their further TPACK development, has not been properly addressed. To fill the gap in TPACK research in the EFL domain, this study aims to explore the TPACK among 22 in-service EFL teachers at elementary schools in Taiwan. Also, the possible needs of these EFL teachers for their future professional development were investigated. In order to better portray the TPACK of the EFL teachers, both their synthesized TPACK and performance on the seven TPACK construct components were evaluated in this study. A quantitative questionnaire was used to assess the EFL teachers' performance on the seven TPACK construct components. Their synthesized TPACK was revealed by means of interviews and classroom observations. The Revised Bloom's Taxonomy and the pedagogic framework for computer-assisted language learning were used to analyze the qualitative data collected from the interviews and class observations. The results indicated that the EFL teachers needed more technology knowledge to further develop their TPACK, and that the EFL teachers' TPACK focused much on motivating students, rather than on using technology for creating opportunities for students to use English language meaningfully and authentically.Keywords Technological pedagogical and content knowledge (TPACK) Á TPACK in English language arts Á English as foreign language (EFL) Á Technology integrated in English instruction Á Elementary school teachers of English Á Teacher professional knowledge

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Section: Introductionmentioning

confidence: 97%

Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

Wang

2015

Asia-Pacific Edu Res

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“…The abundance of options provides social work educators the discretion to select materials useful for contributing to student learning. The level of reading, the readability of the content, the age of the material, the engagement of the story, and even the format of the material (online, audio, hardcopy) can influence the decisions for inclusion (George, 2011;Moley, Bandré, & George, 2011). The genre, age of the material, and relevance of the story influenced our decision to use The Fault in Our Stars for the current article (Green, 2012).…”

Section: Choosing the Materialsmentioning

confidence: 92%

“…Green's (2012) book comes from the genre known as young adult literature (YAL). English scholars define YAL as consisting of texts written primarily for people under the age of 25 with stories often relevant for any audience (George, 2011). Common examples of YAL include Meyer's (2005) Twilight series, Ziegesar's (2002) Gossip Girl series, and Rowling's (1998) Harry Potter series.…”

Section: Choosing the Materialsmentioning

confidence: 99%

Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

Beise

Sherr

2015

Journal of Human Behavior in the Social Environment

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This article examines the use of fictional literature as a method for helping students apply human behavior theory in competent practice. When students and educators read a poem, short essay, or novel, it allows them the opportunity to join together as an audience as they tease out teachable lessons from the story. The authors posit that when used in human behavior and the social environment courses, fictional literature allows educators and students to experience abstract content as more concrete. Following a brief literature review, we examine one novel through the lens of three different human behavior theories.

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A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration

Fabian,

Backfisch,

Kirchner

et al. 2024

Computers and Education Open

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Preparing Teachers to Teach Adolescent Literature in the 21st Century

Cited by 6 publications

References 11 publications

Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration

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