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Understanding of Technological Pedagogical Content Knowledge (TPACK) in South Korea: Does Experience Make a Difference?

신혜원|지향은
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2020.08|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제23권 제3호|pp. 45-67|DOI 10.15702/mall.2020.23.3.45

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technological pedagogical content knowledgeteacher educationtechnology integrationEnglish as a foreign language
주제분류영어와문학

초록

Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study investigated whether teachers’ technology integration practice and self-reported technological pedagogical content knowledge varied between different levels of teaching experience. We also explore some of the challenges of integrating technology into language teaching. Seventy-three pre-service and in-service teachers (mean age = 34) who had done graduate-level coursework participated in the study. The participants included teachers of English as a foreign language of various ethnic and teaching backgrounds. Some were native English speakers, some were not. Data were collected through a TPACK self-assessment survey that included open-ended questions. Overall, the analyses showed differences between novice and expert teachers in their understanding of pedagogical knowledge, technology knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The two remaining subscales in the survey (pedagogical content knowledge and content knowledge) showed no difference in perceived knowledge between the novice and expert groups. In the qualitative data, four themes commonly emerged from the open-ended questions, and these may explain the challenges of integrating technology into language teaching. Future research should continue to consider how teaching experience relates to technology integration practices and in-class technological pedagogical content knowledge.

Abstract

Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study investigated whether teachers’ technology integration practice and self-reported technological pedagogical content knowledge varied between different levels of teaching experience. We also explore some of the challenges of integrating technology into language teaching. Seventy-three pre-service and in-service teachers (mean age = 34) who had done graduate-level coursework participated in the study. The participants included teachers of English as a foreign language of various ethnic and teaching backgrounds. Some were native English speakers, some were not. Data were collected through a TPACK self-assessment survey that included open-ended questions. Overall, the analyses showed differences between novice and expert teachers in their understanding of pedagogical knowledge, technology knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The two remaining subscales in the survey (pedagogical content knowledge and content knowledge) showed no difference in perceived knowledge between the novice and expert groups. In the qualitative data, four themes commonly emerged from the open-ended questions, and these may explain the challenges of integrating technology into language teaching. Future research should continue to consider how teaching experience relates to technology integration practices and in-class technological pedagogical content knowledge.

참고문헌 (56)

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관련 논문AI추천

영어 교사의 Technological Pedagogical Content Knowledge(TPACK) 평가 —EFL학생 관점 vs. EFL교사 관점정희정21세기영어영문학회 · 영어영문학212024 · 제37권 제3호한국어 수업에서의 에듀테크 활용에 대한 한국어 교사들의 경험과 인식 연구이경청람어문교육학회 · 청람어문교육2024 · 제98호예비교사들의 테크놀로지 내용교수지식 변화에 관한 연구: 테크놀로지 활용 교과목을 중심으로신원석, 엄미리, 한인숙한국정보교육학회 · 정보교육학회논문지2012 · 제16권 제1호TPACK of Faculty in Higher Education: Current Status and Future Directions김동심, 김원식한국교육공학회 · Educational Technology International2018 · 제19권 제1호비원어민 한국어 교사의 TPACK 인식 연구안정민, 이윤서언어연구교육원 한국어학당 · 외국어로서의 한국어교육2023 · 제68권 포스트 코로나를 위한 영어교사 테크놀로지 지식의 형성과 역할에 관한 연구오한나한국영어교과교육학회 · 영어교과교육2021 · 제20권 제1호

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