Technological Pedagogical Content Knowledge Development of Turkish Pre-service Teachers of English
Gokce Kurt, Marmara University, Turkey ; Punya Mishra, Michigan State University, United States ; Zeynep Kocoglu, Yeditepe University, Turkey
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Changes having occurred in the field of education have affected the body of knowledge that teachers need to promote successful language learning of their students (van Olphen, 2008). The present study aims to examine the TPACK development of Turkish PTs of English as they participated into a study explicitly focusing on the framework of TPACK and designed following Learning Technology by Design approach. Participants were 22 PTs enrolled in the ELT program of a state university in Istanbul, Turkey. During the 12-week study, PTs were informed about the TPACK framework, explored various technologies collaboratively, developed technological materials, designed technology-integrated lessons and taught in a real classroom setting. Data came from the adapted version of the Survey of Pre-service Teachers’ Knowledge of Teaching and Technology (Schmidt, et al., 2009). Results showed that there was a statistically significant increase in TK, TCK, TPK and TPACK scores of PTs of English from the beginning to the end of the study.
Kurt, G., Mishra, P. & Kocoglu, Z. (2013). Technological Pedagogical Content Knowledge Development of Turkish Pre-service Teachers of English. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5073-5077). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
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Amber Yayin Wang, National Taichung University of Education, Taiwan
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1082–1087
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