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영어 교사의 Technological Pedagogical Content Knowledge(TPACK) 평가 —EFL학생 관점 vs. EFL교사 관점

Evaluation of English Teachers’ Technological Pedagogical Content Knowledge(TPACK): Perspectives of EFL Students and Teachers

정희정
21세기영어영문학회 (The 21st Century Association Of English Language And Literature)|2024.09|영어영문학21 (English21)|제37권 제3호|pp. 203-225|DOI 10.35771/engdoi.2024.37.3.009

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키워드

EFL studentslanguage learningteachersTPACKdifference analysis
주제분류영어와문학

초록

The main purpose of this study is to conduct a comparative analysis of how teachers and students perceive teachers’ technological integration knowledge with respect to the technological pedagogical content knowledge (TPACK) variables. To verify the research purpose, a survey was conducted using items designed to measure the TPACK variables with 100 students and 39 English teachers from 13 middle schools located in the region. The results showed that teachers had a positive perception of their technological integration knowledge across all TPACK elements. In contrast, students rated teachers’ technological knowledge, pedagogical knowledge, and pedagogical content knowledge as average. Furthermore, there was a significant difference between the teacher and student groups in all TPACK variables except for content knowledge and technological content knowledge. The findings of this study provide a clearer understanding of teachers’ technological integration knowledge from both teachers’ and students’ perspectives.

Abstract

The main purpose of this study is to conduct a comparative analysis of how teachers and students perceive teachers’ technological integration knowledge with respect to the technological pedagogical content knowledge (TPACK) variables. To verify the research purpose, a survey was conducted using items designed to measure the TPACK variables with 100 students and 39 English teachers from 13 middle schools located in the region. The results showed that teachers had a positive perception of their technological integration knowledge across all TPACK elements. In contrast, students rated teachers’ technological knowledge, pedagogical knowledge, and pedagogical content knowledge as average. Furthermore, there was a significant difference between the teacher and student groups in all TPACK variables except for content knowledge and technological content knowledge. The findings of this study provide a clearer understanding of teachers’ technological integration knowledge from both teachers’ and students’ perspectives.

참고문헌 (41)

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