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A survey of native language teachers' technological pedagogical and content knowledge (TPACK) in Taiwan

机译:台湾母语教师的技术教学与内容知识(TPACK)的调查

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An increasing amount of research has focused on the exploration of English as a Foreign Language teachers' technological pedagogical and content knowledge (TPACK). However, in the field of native language teaching, such as Taiwanese, Hakka, Aboriginal languages in Taiwan, few studies have paid attention to understanding the teachers' perceptions of TPACK. A survey was therefore conducted to examine 172 in-service Hakka language teachers' perceptions of TPACK in Taiwan. The survey framework includes seven constructs: content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK. According to the results, although the native language teachers were satisfied with their TPACK on average, they had relatively low confidence in CK, TK, and TPK. While the older male teachers tended to be more confident in their CK, the older female teachers were inclined to have less confidence in their TK. Teaching experience was positively related to the teachers' perceived CK, PK, and PCK. Particularly, the importance of the teachers' TCK, PK, and TK in their synthesized TPACK was identified. This study also provides suggestions for native language teacher training program design in the future.
机译:越来越多的研究集中在探索英语作为外语教师的技术教学和内容知识(TPACK)上。但是,在台湾的台湾语,客家语,原住民语言等母语教学领域,很少有研究关注教师对TPACK的理解。因此,进行了一项调查,以调查台湾的172名在职客家语教师对TPACK的看法。调查框架包括七个构造:内容知识(CK),教学知识(PK),技术知识(TK),教学内容知识(PCK),技术教学知识(TPK),技术内容知识(TCK)和TPACK。根据结果​​,尽管母语教师平均对他们的TPACK感到满意,但他们对CK,TK和TPK的信心相对较低。尽管年龄较大的男教师对自己的CK更有信心,但年龄较大的女教师则倾向于对传统知识的信心较弱。教学经验与教师的感知CK,PK和PCK呈正相关。特别是,确定了教师的TCK,PK和TK在他们合成的TPACK中的重要性。这项研究还为将来的母语教师培训计划设计提供了建议。

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