Teachers Noticing Quality of Pedagogical Content Knowledge Based on Technological Integration of KARDS: A Qualitative Investigation
محورهای موضوعی :
Farzaneh Rahimzadeh
1
,
Ahmad Mohseni
2
,
Ghafour Rezaie
3
1 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, South Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Department of English, Faculty of Humanities, Garmsar Branch, Islamic Azad University, Garmsar, Iran
کلید واژه: Knowledge Integration, Pedagogical content knowledge, Teacher Quality,
چکیده مقاله :
The present study explores Iranian EFL teachers’ noticing the 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. 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 present study explores Iranian EFL teachers’ noticing the 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. 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.
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