Teachers Noticing` Quality of Pedagogical Content Knowledge based on Technological integration of KARDS: A Qualitative Investigation
فرزانه رحیم زاده
1
(
گروه آموزش زبان انگیسی - دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران - تهران- ایران
)
Ahmad Mohseni
2
(
Department of English Language Teaching, Kish International Branch, Islamic Azad
University, Kish Island, Iran; South Tehran Branch, Islamic Azad University Tehran, Iran
)
Ghafour Rezaie
3
(
Islamic Azad University, Science and Research Branch
)
کلید واژه: Keywords: Knowledge Integration, Pedagogical content knowledge, Teacher Quality,
چکیده مقاله :
The present study explores Iranian EFL teachers’ noticing quality of pedagogical content knowledge and the suggested standards for integrating teachers` knowledge from teachers’ standpoints. The participants included 15 female and male EFL teachers aged 34 to 45 teaching in universities and institutes in Tehran and Karaj. In order to collect the data, semi-structured interviews were held. It was a WhatsApp-based interview and the data were analyzed through content analysis. The results of data analyses indicated that the participants noticed the teachers' knowledge integration, technological integration, pedagogy integration, contextual gaps, reflection-based analyzing reasoning-based seeing. Most of the participants have a positive vision of technology and knowledge integration. The consequences of the study showed a shift from pedagogical standpoints toward cybergogy and heutagogy stances to maximize the teacher quality and pedagogical content knowledge. The interview procedure was the first phase of developing an integrated questionnaire to assess teachers` knowledge. The notified concepts of this phase were considered for developing components of the questionnaire items.
چکیده انگلیسی :
The present study explores Iranian EFL teachers’ noticing quality of pedagogical content knowledge and the suggested standards for integrating teachers` knowledge from teachers’ standpoints. The participants included 15 female and male EFL teachers aged 34 to 45 teaching in universities and institutes in Tehran and Karaj. In order to collect the data, semi-structured interviews were held. It was a WhatsApp-based interview and the data were analyzed through content analysis. The results of data analyses indicated that the participants noticed the teachers' knowledge integration, technological integration, pedagogy integration, contextual gaps, reflection-based analyzing reasoning-based seeing. Most of the participants have a positive vision of technology and knowledge integration. The consequences of the study showed a shift from pedagogical standpoints toward cybergogy and heutagogy stances to maximize the teacher quality and pedagogical content knowledge. The interview procedure was the first phase of developing an integrated questionnaire to assess teachers` knowledge. The notified concepts of this phase were considered for developing components of the questionnaire items.
