مروری نظام مند بر دانش محتوای تربیتی فناورانه (TPACK) معلمان زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

2 گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، اردبیل، ایران.

چکیده

پژوهش حاضر مطالعه مروری نظام مند بر مطالعاتی را ارائه می‌کند که هدف آن‌ها بررسی تحقیقات مربوط به دانش محتوای تربیتی فناورانه (TPACK) معلمان زبان انگلیسی است. این مطالعه از یک روش سنتزپژوهی برای تجزیه و تحلیل داده های کیفی و دستیابی به اهداف عملی استفاده می کند. منابع مربوطه از پایگاه‌های اطلاعاتی بین‌المللی با استفاده از کلیدواژه‌های مناسب جمع‌آوری شد و محتوای 18 مقاله منتخب برای تجزیه و تحلیل مورد وارسی قرار گرفتند. به منظور بررسی کیفیت پایایی قابل اعتماد بودن، از ضریب کاپای کوهن که 76/0 به دست آمد، استفاده شد. یافته ها نشان داد که تحقیقات قبلی در مورد TPACK بر چهار موضوع اصلی متمرکز شده است: بررسی، ارزیابی، توسعه و کاربردTPACK . مشخص شد که تحقیقات قبلی عمدتاً دو حوزه را بیشتر مورد بررسی قرار داده اند: ارزیابی TPACK معلمان و نوآوری در روش‌های اندازه‌گیری سطح آن، و بررسی تفاوت‌ها در سطوح TPACK در میان گروه‌های مختلف معلمان با هدف ارتقا و افزایش سطح TPACK آن ها. در نتیجه، مطالعه حاضر عدمِ درک در مورد اینکه چگونه معلمان زبان انگلیسی می توانند به طور مؤثر از هفت عنصر TPACK برای تسهیل یادگیری دانش آموزان از طریق درس‌های یکپارچه با فن آوری استفاده کنند، برجسته می کند. همچنین، این مطالعه چشم انداز محققان آینده را در غنابخشی به توسعه الگوی این ساحت را دقیق تر خواهد کرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A systematic review of Technological Pedagogical Content Knowledge (TPACK) of EFL teachers

نویسندگان [English]

  • seyyedmohammad seyyedkalan 1
  • Diyar Mazharpour 2
1 Department of Educational Sciences, Farhangian University, PO Box 889-14665, Tehran, Iran.
2 Department of English Language Teaching, Farhangian University, Ardabil, Iran.
چکیده [English]

This research paper presents a systematic review of studies focused on investigating Technological Pedagogical Content Knowledge (TPACK) among English as a foreign language teachers. The study employs a synthesis research method to analyze qualitative data and achieve practical objectives. Relevant sources were collected from international databases using appropriate keywords, resulting in a total of 18 selected articles for analysis. To ensure reliability, the quality of the data was assessed using Cohen's kappa coefficient, yielding a value of 0.76. The findings indicate that previous research on TPACK has primarily addressed four main areas: review, evaluation, development, and application. The research has predominantly explored two aspects: assessing teachers' TPACK and innovating methods for measuring its level, as well as investigating differences in TPACK levels among various groups of teachers to enhance and elevate their TPACK proficiency. In conclusion, this study highlights a lack of understanding regarding how English language teachers can effectively utilize the seven elements of TPACK to facilitate student learning through technology-integrated lessons. Additionally, this research aims to provide valuable insights for future researchers to further enrich the development of the TPACK model in this field. Also, this study will sharpen the perspective of future researchers in enriching the model development of this field.

کلیدواژه‌ها [English]

  • English Language Teaching
  • English Language
  • Systematic Review
  • Technological Pedagogical Content Knowledge
  • Teacher

مراجع

اقتصاد، سوده و مهرابی، مرضیه. (1400). بررسی دانش محتوایی تربیتی فناوری مدرسان زبان در آموزش مجازی در ایران: مورد مدرسان زبان فرانسه و انگلیسی. پژوهشهای زبانشناختی در زبانهای خارجی، 11 (3) 374-355. https://doi.org/10.22059/jflr.2021.316523.793
اقتصاد، سوده و مهرابی، مرضیه. (1402). بررسی دانش محتوایی تربیتی فناوری درک شده فارغ التحصیلان ایرانی رشته آموزش زبان فرانسه در دوران همه‌گیری کووید-19. پژوهشهای زبانشناختی در زبانهای خارجی، 13 (3)، 373-397.   https://doi.org/10.22059/jflr.2023.352493.1003
کاویانی، حسن و نصر، احمدرضا. (1395). سنتزپژوهی چالش‌های برنامه‌های درسی آموزش عالی کشور در دهه اخیر و راهکارهای پیش‌رو. دوفصلنامه مطالعات برنامه درسی آموزش عالی، 7(13)، 34-7. https://dorl.net/dor/20.1001.1.25382241.1395.7.13.2.7.
Abubakir, H., & Alshaboul, Y. (2023). Unravelling EFL teachers' mastery of TPACK: Technological pedagogical and content knowledge in writing classes. Heliyon. https://doi.org/10.1016/j.heliyon.2023.e17348
Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. https://doi.org/10.1080/09588221.2015.1047456
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Integrating augmented reality in language learning: Pre-service teachers’ digital competence and attitudes through the TPACK framework. Education and Information Technologies, 27(9), 12123-12146. https://doi.org/10.1007/s10639-022-11123-3
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57-69. https://doi.org/10.1016/j.compedu.2016.02.010
Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer assisted language learning, 31(5-6), 572-598. https://doi.org/10.1080/09588221.2017.1422524
Budianto, L., Arifani, Y., Wardhono, A., & Poedjiastutie, D. (2023). The TPACK level of in-service EFL teacher online professional training: The perspectives of teachers, students, and trainers. Journal of Digital Learning in Teacher Education, 39(2), 87-101. https://doi.org/10.1080/21532974.2023.2167024
Bugueño, W. M. (2013). Using TPACK to promote effective language teaching in an ESL/EFL classroom. https://scholarworks.uni.edu/grp/150
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51. https://www.jstor.org/stable/jeductechsoci.16.2.31
Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational researcher, 28(7), 15-25. https://doi.org/10.3102/0013189X028007015
Dewey, J. (1902). The school as social center. The Elementary School Teacher, 3(2), 73-86. https://www.journals.uchicago.edu/doi/pdf/10.1086/453152
Eghtesad, S., & Mehrabi, M. (2021). Investigating Iranian Virtual Language Instructors’ Technological Pedagogical Content Knowledge: The Case of English and French Language Instructors. Journal of Foreign Language Research, 11(3), 355-374. https://doi.org/10.22059/jflr.2021.316523.793
Eghtesad, S., & Mehrabi, M. (2023). Investigating Iranian French Language Teaching Graduates’ Perceived TPACK during the Covid-19 Pandemic. Journal of Foreign Language Research, 13(3), 373-397. https://doi.org/10.22059/jflr.2023.352493.1003
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. https://doi.org/10.1016/j.compedu.2011.04.010
Harris, J. B., Phillips, M., Koehler, M. J., & Rosenberg, J. M. (2017). Editorial 33 (3): TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology, 33(3). https://doi.org/10.14742/ajet.3907
Herring, M. C., Koehler, M. J., Mishra, P., Rosenberg, J. M., & Teske, J. (2016). Introduction to the second edition of the TPACK handbook. In Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 1-8). Routledge. https://doi.org/10.1007/s11528-017-0176-2
Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: A partial least square approach. Computer Assisted Language Learning, 29(8), 1287-1297. https://doi.org/10.1080/09588221.2016.1278024
Hsu, L., & Chen, Y. J. (2023). Hierarchical linear modeling to explore contextual effects on EFL teachers’ technology, pedagogy, and content knowledge (TPACK): The Taiwanese case. The Asia-Pacific Education Researcher, 32(1), 1-13. https://doi.org/10.1007/s40299-021-00626-1
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of educational psychology, 102(3), 588. https://psycnet.apa.org/doi/10.1037/a0019682
Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744-1751. https://doi.org/10.1016/j.compedu.2010.07.020
Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19, 553-564. https://doi.org/10.1007/s10956-010-9222-y
Jang, S. J., & Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian journal of educational technology, 29(4). https://doi.org/10.14742/ajet.282
kaviani, H., & Nasr, A. (2016). The Research Synthesis of Challenges in Curriculum of Higher Education in the Recent Decades and Potential Solutions. Journal of higher education curriculum studies, 7(13), 7-34. https://dorl.net/dor/20.1001.1.25382241.1395.7.13.2.7
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://doi.org/10.1016/j.compedu.2005.11.012
Koh, J. H. L., Chai, C. S., & Lee, M. H. (2015). Technological pedagogical content knowledge (TPACK) for pedagogical improvement: Editorial for special issue on TPACK. The Asia-Pacific Education Researcher, 24, 459-462. https://doi.org/10.1007/s40299-015-0241-6
Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. https://doi.org/10.1016/j.compedu.2014.04.022
Kulaksız, T. (2023). Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies. International Journal of Educational Technology in Higher Education, 20(1), 52. https://doi.org/10.1186/s41239-023-00421-6
Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., ... & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174, 104304. https://doi.org/10.1016/j.compedu.2021.104304
Lehiste, P. (2015). THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS’TPACK: A STUDY FROM ESTONIA. Problems of Education in the 21st Century, 66(1), 18-28. https://www.ceeol.com/search/article-detail?id=955078
Liu, S., Liu, H., Yu, Y., Li, Y., & Wen, T. (2014). TPACK: A new dimension to EFL teachers’ PCK. Journal of Education and Human Development, 3(2), 681-693. http://jehdnet.com/journals/jehd/Vol_3_No_2_June_2014/41.pdf
Malik, S., Rohendi, D., & Widiaty, I. (2019, February). Technological pedagogical content knowledge (TPACK) with information and communication technology (ICT) integration: A literature review. In 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018) (pp. 498-503). Atlantis Press. https://doi.org/10.2991/ictvet-18.2019.114
Maor, D., & Roberts, P. (2011, June). Does the TPACK framework help to design a more engaging learning environment?. In EdMedia+ Innovate Learning (pp. 3498-3504). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/38360/
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mishra, P., & Koehler, M. J. (2008, March). Introducing technological pedagogical content knowledge. In annual meeting of the American Educational Research Association (Vol. 1, p. 16). https://www.matt-koehler.com/publications/Mishra_Koehler_AERA_2008.pdf
Mishra, P., Koehler, M. J., & Kereluik, K. (2009). Looking back to the future of educational technology. TechTrends, 53(5), 49. https://www.academia.edu/download/31313381/Mishra-Koehler-Kereluik-techtrends09.pdf
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... & Prisma-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews, 4, 1-9. https://doi.org/10.1186/2046-4053-4-1
Mupita, J., Widiaty, I., & Abdullah, A. G. (2018, November). How important is technological, pedagogical, content knowledge? A literature reviews. In IOP Conference Series: Materials Science and Engineering (Vol. 434, No. 1, p. 012285). IOP Publishing. https://doi.org/10.1088/1757-899X/434/1/012285
Nazari, N., Nafissi, Z., & Estaji, M. (2020). The Impact of an online professional development course on EFL teachers’ TPACK. Journal of Language Horizons, 4(1), 59. https://dorl.net/dor/20.1001.1.2588350.2020.4.1.3.0
Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1632010. https://doi.org/10.1080/2331186X.2019.1632010
Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of educational computing research, 44(3), 299-317. https://doi.org/10.2190/EC.44.3.c
Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre‐service education. International journal of science education, 30(10), 1281-1299. https://doi.org/10.1080/09500690802186993
Porras-Hernández, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher's narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223-244. https://doi.org/10.2190/EC.48.2.f
Reza Adel, S. M., & Azari Noughabi, M. (2023). Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers. Pedagogies: An International Journal, 18(3), 352-373. https://doi.org/10.1080/1554480X.2022.2061976
Ring, N. A., Ritchie, K., Mandava, L., & Jepson, R. (2011). A guide to synthesising qualitative research for researchers undertaking health technology assessments and systematic reviews. https://www.storre.stir.ac.uk/bitstream/1893/3205/1/HTA_MethodsofSynthesisingQualitativeLiterature_DEC101.pdf
Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186-210. https://doi.org/10.1080/15391523.2015.1052663
Sandelowski, M., Barroso, J., & Voils, C. I. (2007). Using qualitative metasummary to synthesize qualitative and quantitative descriptive findings. Research in nursing & health, 30(1), 99-111. https://doi.org/10.1002/nur.20176
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Swallow, M. J., & Olofson, M. W. (2017). Contextual understandings in the TPACK framework. Journal of Research on Technology in Education, 49(3-4), 228-244. https://doi.org/10.1080/15391523.2017.1347537
Tai, H. C., Pan, M. Y., & Lee, B. O. (2015). Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students. Nurse education today, 35(6), 782-788. https://doi.org/10.1016/j.nedt.2015.02.016
Tallvid, M., Lundin, J., & Lindström, B. (2012, March). Using TPACK for analysing teachers’ task design–understanding change in a 1: 1-laptop setting. In Society for information technology & teacher education international conference (pp. 4773-4780). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/40362/
Thompson, A. D., & Mishra, P. (2007). Editors' remarks: Breaking news: TPCK becomes TPACK!. Journal of Computing in teacher education, 24(2), 38-64. https://doi.org/10.1080/10402454.2007.10784583
Tseng, J. J. (2014). Investigating EFL Teachers' Technological Pedagogical Content Knowledge: Students' Perceptions. Research-publishing. net.
Tseng, J. J. (2016). Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students. Computer Assisted Language Learning, 29(2), 302-315. https://doi.org/10.1080/09588221.2014.941369
Tseng, J. J. (2018). Exploring TPACK-SLA interface: Insights from the computer-enhanced classroom. Computer Assisted Language Learning, 31(4), 390-412. https://doi.org/10.1080/09588221.2017.1412324
Tseng, J. J., Cheng, Y. S., & Yeh, H. N. (2019). How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Computers & Education, 128, 171-182. https://doi.org/10.1016/j.compedu.2018.09.022
Tseng, J. J., Lien, Y. J., & Chen, H. J. (2016). Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology. Computer Assisted Language Learning, 29(1), 127-147. https://doi.org/10.1080/09588221.2014.903978
Turgut, Y. (2017). Tracing preservice English language teachers’ perceived TPACK in sophomore, junior, and senior levels. Cogent Education, 4(1), 1368612. https://doi.org/10.1080/2331186X.2017.1368612
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge–a review of the literature. Journal of computer assisted learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
Wang, A. Y. (2022). Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning. Education and Information Technologies, 27(7), 9935-9952. https://doi.org/10.1007/s10639-022-11033-4
Wu, Y. T., & Wang, A. Y. (2015). Technological, pedagogical, and content knowledge in teaching English as a foreign language: Representation of primary teachers of English in Taiwan. The Asia-Pacific Education Researcher, 24, 525-533. https://doi.org/10.1007/s40299-015-0240-7
Yeh, Y. F., Chan, K. K. H., & Hsu, Y. S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education, 171, 104238. https://doi.org/10.1016/j.compedu.2021.104238
پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 1
خرداد 1403
صفحه 65-87

فایل ها

هم رسانی

ارجاع به این مقاله

آمار