Investigating the Level of TPACK among Iranian EFL Teachers in Relation to their Educational Background and Teaching Experience
محورهای موضوعی : Journal of Applied Linguistics Studies
Afshin Mansouri Qadikolaei
1
,
Amir Marzban
2
,
Ebrahim Fakhri Alamdari
3
1 - Department of English, Islamic Azad University, Qaemshahr Branch, Mazandaran, Iran
2 - Department of English, Islamic Azad University, Qaemshahr Branch, Mazandaran, Iran
3 - Department of English, Islamic Azad University, Qaemshahr Branch, Mazandaran, Iran
کلید واژه: Educational background, Teaching Experience, Pedagogical Content,
چکیده مقاله :
This survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge (TPACK) in connection to their educational background and teaching experience. The survey included 104 Iranian EFL teachers from several branches of the Iran Language Institute (ILI). The TPACK Self-Assessment Questionnaire (Baser et al., 2016) was used to measure the participants’ scores in different TPACK Questionnaire components (TK, CK, PK, PCK, TCK, TPK, and TPCK). The results showed that among the participants at different educational levels, there was no significant difference considering their scores in TK, CK, PK, PCK, TPK, and TPCK. However, when it comes to TCK scores, the MA participants outperformed the BA ones. The findings also showed that the more experienced participants outperformed the less experienced ones in terms of their obtained scores in PK, PCK, and TPCK. However, there was no significant difference between the more experienced and less experienced participants’ TK, CK, TCK, and TPK scores. The study’s findings indicated the importance of hosting TPACK workshops for language teachers who require more training in this area.
This survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge (TPACK) in connection to their educational background and teaching experience. The survey included 104 Iranian EFL teachers from several branches of the Iran Language Institute (ILI). The TPACK Self-Assessment Questionnaire (Baser et al., 2016) was used to measure the participants’ scores in different TPACK Questionnaire components (TK, CK, PK, PCK, TCK, TPK, and TPCK). The results showed that among the participants at different educational levels, there was no significant difference considering their scores in TK, CK, PK, PCK, TPK, and TPCK. However, when it comes to TCK scores, the MA participants outperformed the BA ones. The findings also showed that the more experienced participants outperformed the less experienced ones in terms of their obtained scores in PK, PCK, and TPCK. However, there was no significant difference between the more experienced and less experienced participants’ TK, CK, TCK, and TPK scores. The study’s findings indicated the importance of hosting TPACK workshops for language teachers who require more training in this area.
