Online Teacher Quality and TPACK Framework of Knowledge: EFL Pre-service Teachers' Views
DOR: 20.1001.1.23223898.2021.9.37.8.6
الموضوعات :
Mina Basirat 1 , Mahboubeh Taghizadeh 2
1 - Department of Foreign Languages, Iran University of Science and Technology, Tehran, Iran
2 - Department of Foreign Languages, Iran University of Science and Technology, Tehran, Iran
الکلمات المفتاحية: Teacher professional development, online teacher quality, online teaching skills, TPACK, EFL pre-service teachers,
ملخص المقالة :
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) at Iran University of Science and Technology were investigated via administering two questionnaires, namely online teacher quality and frames of knowledge and skills, along with two-open ended questions to gain more insight into online teacher quality and their knowledge frames. Internet-based survey method was employed to administer the questionnaires and collect the required data. The quantitative and qualitative data obtained were analyzed through descriptive statistics and thematic analysis, respectively. With regard to online teacher quality, the results revealed that pre-service teachers agreed that an online teacher should be an organized mediator, communicator, and problem solver as well as being highly passionate, energetic, and competent in teaching. The results also indicated that having content and pedagogical knowledge, clearly organizing and structuring content, time management skills, using appropriate resources, and providing feedback and multiple opportunities for communication were the most significant knowledge types required of an online language teacher. Considering online teaching skills, effective online communication skills, effective content delivery, technological skills, and effective evaluation and assessment were the most frequent skills suggested for online language teachers. The findings of this study could give more insights into designing knowledge-based and skills-based professional development programs for prospective teachers to enhance the quality of their online teaching.
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