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Maghsoudi, Mojtaba. (1402). Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2023.72069.754
Mojtaba Maghsoudi. "Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers". سامانه مدیریت نشریات علمی, , , 1402, -. doi: 10.22054/ilt.2023.72069.754
Maghsoudi, Mojtaba. (1402). 'Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2023.72069.754
Maghsoudi, Mojtaba. Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers. سامانه مدیریت نشریات علمی, 1402; (): -. doi: 10.22054/ilt.2023.72069.754

Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 شهریور 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2023.72069.754
نویسنده
Mojtaba Maghsoudi*
Department of English Language Teaching, Farhangian University, P. O. Box 14665-889, Tehran, Iran
چکیده
This study aimed at describing a causal model of variables influencing preservice EFL teachers΄ technological pedagogical content knowledge (TPACK). A descriptive correlational design was used to meet the objective of the study, therefore, 138 (67 male and 71 female) fourth-year student teachers in Teacher Education University were selected through convenience sampling method. A questionnaire including seven sections each of which measuring an aspect of TPACK was utilized. The sections of instrument were borrowed from those validated by Sahin (2011) for evaluating content knowledge, pedagogical knowledge, pedagogical content knowledge, and technological knowledge, and by Chai, et al. (2011) for measuring technological knowledge, technological pedagogical knowledge and TPACK. Path analysis and Pearson correlation were used for inferential statistical analysis. Results showed that there existed significant positive correlations between the TPACK constructs. Additionally, content knowledge and pedagogical knowledge, unlike technological knowledge, were found to have a direct impact on TPACK. Moreover, it was found that, among the measured variables, content knowledge had the greatest total effect on TPACK whereas that of pedagogical content knowledge was the minimum. Therefore, the results of this study have implications for curriculum design, policy decisions and teacher education planning.
کلیدواژه‌ها
Farhangian University؛ Preservice English Teachers؛ TPACK
آمار
تعداد مشاهده مقاله: 117


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