Development and evaluation of a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach english as a foreign language

Download

index.pdf

Date

2015

Author

Başer, Derya

Metadata

Show full item record

Item Usage Stats

445
views

176
downloads

The purpose of this study is to develop and evaluate a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach English as a foreign language (EFL). The assessment tool, called TPACK-EFL survey, was developed and evaluated through tool development research by using mixed methods approach. Survey items were generated by using qualitative data. Content validity of the survey was maintained through expert reviews and a cognitive interview. Then, construct validity of the TPACK-EFL survey was evaluated through two rounds of validation. The survey was, first, administered to 174 preservice EFL teachers and then, 204 preservice EFL teachers. Both rounds of data were analyzed by using exploratory factor analysis (EFA). In the first round, five-factor structure was found. The survey was revised for the second round of validation. EFA results of the second round indicated seven-factor structure whose factors were named as TK, CK, PK, PCK, TCK, TPK, and TPACK. After evaluating the construct validity of the TPACK-EFL survey, the researcher used triangulation design to provide evidences for convergent validity of the survey. 88 preservice EFL teachers completed the survey for quantitative part of the triangulation design. Then, 12 of the 88 preservice EFL teachers were interviewed to corroborate descriptive survey results. The results of the corroboration showed that only three cases were misaligned for TCK and TPK items. As a conclusion, the final TPACK-EFL survey including 39 items was provided with strong evidences for its validation; however, three misaligned cases indicated that TCK and TPK items of the survey needs to be further developed.

Subject Keywords

English language, Computer-assisted instruction., Student teachers, Teachers, Teaching, Educational technology.

URI

http://etd.lib.metu.edu.tr/upload/12619547/index.pdf
https://hdl.handle.net/11511/25267

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language Baser, Derya; Kopcha, Theodore J.; Özden, Muhammet Yaşar (2016-01-01) This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interview...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014) The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
A Video case study on TPACK indicators in technology enhanced language teaching classrooms in Turkey Dönmez, Melek; Baran, Evrim; Gökalp, Gökçe; Department of Educational Sciences (2016) The purpose of the study is to identify indicators of English language teachers’ technological pedagogical content knowledge (TPACK) observed in language teaching classrooms. The case study examined 5 different cases comprising of 5 different English language teachers as participants and 5 different technology enhanced language teaching classrooms using video study method. The data sources included semi-structured pre- and post-interviews and video recordings of lessons. The qualitative analysis of the vide...
Evaluation of preservice foreign language teachers' perceptions about their technology competencies Top, Ercan; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2003) This study evaluated Department of Foreign Language Education students̕ perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T̕s six sub standards -technology operations and concepts; planning and designing learning environments and experiences; teaching, learning, and the curriculum; assessment and evaluation; pr...
An Analysis of the needs and perceptions of english language teachers and students in an EAP course Demir, Müslüme; Eröz Tuğa, Betil; Department of English Language Teaching (2015) The purpose of this study is to investigate the perceptions and needs of English language teachers and students pertaining to an EAP course -Professional Communication Skills (PCS 406)- and propose an In-Service Teacher Training Module for EFL teachers working in the Foreign Languages Unit at a private university in Ankara. Hence, a case study was designed to investigate the needs of the stakeholders: the learners, teachers and principal. The study undertook a multifaceted needs analysis including questionn...

Citation Formats

D. Başer, “Development and evaluation of a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach english as a foreign language,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.