Intersection of Cultural Competence in TPACK Development within Conventional and AVR-Based EFL Teacher Education
الموضوعات :
Mahsa Ranjbar
1
,
Esmaeel Ali Salimi
2
1 - Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran
2 - Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran.
الکلمات المفتاحية: Augmented Virtual Reality, Cultural Competence, Multicultural Awareness, TPACK,
ملخص المقالة :
As technology becomes more integral to education, its practical use is shaped by cultural influences, especially in diverse classrooms. EFL teachers have recognized the significance of cultural and multicultural awareness, which enriches the educational experience, particularly in advanced settings. Consequently, this qualitative exploratory study investigated the impact of cultural and multicultural awareness on Iranian EFL teache/rs' TPACK in both AVR-based and traditional teacher training courses. Therefore, 28 Iranian EFL teachers participated in an eight-week training program, followed by semi-structured interviews and reflective inquiries. The data was analyzed through qualitative thematic analysis, both manually and using MAXQDA, guided by Mishra and Koehler’s (2006) TPACK framework. The findings revealed that both AVR-based and traditional training methods improved TPACK, but each had unique strengths and limitations. AVR training led to significant improvements in teachers' TCK and TPK, enhancing their ability to integrate cultural knowledge into teaching practices and adapt pedagogical strategies. Traditional training also improved TPACK, strengthening PK and PCK through effective media use. In addition to updating teaching practices to meet the needs of Generation Z, AVR's strengths included increased adaptability and creativity in lesson planning, while traditional methods offered solid, practical approaches to cultural integration. Challenges such as the high cost and complexity of AVR technology contrasted with the more straightforward implementation of traditional methods. Additionally, pedagogical implications include integrating AVR technology to enhance culturally relevant teaching, emphasizing ongoing professional development, addressing technological and cost challenges, and combining innovative and traditional methods for comprehensive teacher preparation.
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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. http://dx.doi.org/10.1080/21532974.2023.2167024.
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