فهرس المقالات Pedagogical Content Knowledge

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  1 - Assessing Language Teachers’ Technological Pedagogical Content Knowledge (TPACK): EFL Students’ Perspectives
  Jalil Fathi Saman Yousefifard
  10.30486/relp.2019.665888
  Technological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of li أکثر

  Technological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of literature on TPACK among teachers engaged in different areas of education. However, few studies have addressed the assessment of TPACK through students’ perspectives in EFL settings. To address this gap, the purpose of this study was set to assess Iranian EFL students’ perspectives regarding their teachers’ TPACK. A total of 148 Iranian EFL students participated in this survey study. The data were collected through administering a previously validated TPACK questionnaire to the participants of the study. The findings obtained from the survey indicated that most EFL students perceived that their EFL teachers excelled in four components of TPACK such as technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), but the teachers were perceived to be relatively less proficient in the other three components of the scale such as technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK. The results suggest that Iranian EFL teachers may require further training in these latter elements of the TPACK to gain the required proficiency to integrate technology more effectively into their language classrooms. تفاصيل المقالة
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  2 - Tracking Modifications of Iranian EFL Teachers’ Pedagogical Beliefs in Interaction between a Pre-Service Teacher Training Program and Teaching Practices
  Parisa Etela Hossein Saadabadi Motlagh Saeed Yazdani
  10.30486/relp.2023.1977663.1432
  Recently, the sources of teachers’ beliefs and modifications in their beliefs have received special attention; therefore, this longitudinal study investigated Iranian EFL teachers’ pedagogical beliefs. The study attempted to track possible alterations in pedagogical bel أکثر

  Recently, the sources of teachers’ beliefs and modifications in their beliefs have received special attention; therefore, this longitudinal study investigated Iranian EFL teachers’ pedagogical beliefs. The study attempted to track possible alterations in pedagogical beliefs after participating in a two-year teacher training program and following teaching practices. Through convenient sampling, the researchers selected 24 Iranian EFL teacher students who had teaching experiences of 3-10 years at Islamic Azad University; Shiraz Branch. They collected the required data through a teacher belief questionnaire and a semi-structured interview. The results of both quantitative and qualitative data indicated that teaching practices made a unique influence on the modifications in teachers’ pedagogical beliefs. In other words, the results emphasized the power of teaching practice in any modification in teachers’ beliefs over theoretical teaching. These findings have important implications for teacher educators who seek to modify teachers’ beliefs during teacher training programs. تفاصيل المقالة
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  3 - Pedagogical Content Knowledge and Emergentism: Making the Case for the Philosophical and the Aesthetic
  Rouhollah Aghasaleh
  To analyze the relationship between teachers’ freedom and their required pedagogical content knowledge (PCK), I consider emergent curriculum as an extreme end of curricula with a lot of freedom and autonomy for teachers as opposed to a conventional prescribed curr أکثر

  To analyze the relationship between teachers’ freedom and their required pedagogical content knowledge (PCK), I consider emergent curriculum as an extreme end of curricula with a lot of freedom and autonomy for teachers as opposed to a conventional prescribed curriculum in which teachers have less autonomy. In examining teachers’ pedagogical content knowledge from predetermined curriculum toward emergent curriculum, I argue that required PCK is evolving. At the extreme level of teachers’ freedom, some substantially new aspects of PCK are needed. One of the most relevant aspects of pedagogical content knowledge for the emergent curriculum curricular knowledge. In an emergent curriculum, the teacher acts as a curriculum developer as well, because the curriculum is not determined in advance. Curricular knowledge requires teachers to be experts in fields of learning that are not necessary for teachers in other kinds of curriculum. In addition to substantive PCK, teachers of emergent curriculum have to be both philosophers and artists to be qualified enough to make decisions about curricular issues. تفاصيل المقالة