Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107574

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Title:	Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan
Authors:	吳穎沺;Wu, Ying-Tien;Wang, Amber Yayin
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Classroom Observation Techniques;Computer Assisted Instruction;Computers;Dialogs (Language);Education;Educational Policy and Politics;Educational Technology;Elementary Education;Elementary School Teachers;Elementary Schools;English;English (Second Language);English as a second language;English Instruction;English Teachers;Faculty Development;Foreign Countries;International and Comparative Education;Interviews;Knowledge;Language Arts;Language Teachers;Learning and Instruction;Lesson Plans;Observation;Online Systems;Pedagogical Content Knowledge;Pedagogy;Professional Development;Qualitative Research;Questionnaires;Regular Article;Second Language Instruction;Second Languages;Sociology of Education;Statistical Analysis;Student Motivation;Taxonomy;Teacher Effectiveness;Teaching;Teaching Methods;Technological Literacy
Date:	2015-09-14
Issue Date:	2026-04-23 14:17:50 (UTC+8)
Publisher:	Singapore: Springer Singapore
Abstract:	摘要： The importance of teachers’ technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of teachers’ TPACK when teaching English as a Foreign Language (EFL), as well as the need for their further TPACK development, has not been properly addressed. To fill the gap in TPACK research in the EFL domain, this study aims to explore the TPACK among 22 in-service EFL teachers at elementary schools in Taiwan. Also, the possible needs of these EFL teachers for their future professional development were investigated. In order to better portray the TPACK of the EFL teachers, both their synthesized TPACK and performance on the seven TPACK construct components were evaluated in this study. A quantitative questionnaire was used to assess the EFL teachers’ performance on the seven TPACK construct components. Their synthesized TPACK was revealed by means of interviews and classroom observations. The Revised Bloom’s Taxonomy and the pedagogic framework for computer-assisted language learning were used to analyze the qualitative data collected from the interviews and class observations. The results indicated that the EFL teachers needed more technology knowledge to further develop their TPACK, and that the EFL teachers’ TPACK focused much on motivating students, rather than on using technology for creating opportunities for students to use English language meaningfully and authentically. 其他題名： Asia-Pacific Edu Res 出版者： Singapore: Springer Singapore 出版日期： 2015-09-01 出處： The Asia-Pacific education researcher, 2015-09, Vol.24 (3), p.525-533 資源來源： Education Resources Information Center (ERIC) 版權： De La Salle University 2015 識別號： ISSN: 0119-5646 識別號： EISSN: 2243-7908 識別號： DOI: 10.1007/s40299-015-0240-7
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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