원문정보
초록
영어
Using an adapted questionnaire based on the Technology, Pedagogy, and Content Knowledge (TPACK) Model (Mishra, & Koehler, 2006), the study examined the impact of virtual teaching during the pandemic on language teachers’ perceived practice of technology integration one month after the return to F2F instruction to establish a baseline of their perception of competence. After nine months of continual F2F instruction, one-on-one interviews were conducted to obtain deeper insight into how TPACK was utilized in F2F instruction. The action research study drew on work (Rapanta et al., 2021) examining how the experience of teaching online in an Emergency Remote Teaching (ERT) (Hodges et al. 2020) context for one year can be utilized to understand teachers’ practice on the return to F2F instruction, while still responding to a dynamic and fluid educational situation. The results offer an in-depth knowledge of language teachers’ perceptions in terms of the interaction of three components of the TPACK model, with implications for not only higher education teacher workplace professional development, but also for professional development offered by language teacher associations (LTAs) to retain and attract membership.
목차
Introduction
Literature Review
The Changing Face of Higher Education in the 21st Century
Role of Teachers in Digital Technology
Digital Technologies in Curriculum and Instruction
Professional Development
Technology, Pedagogy, and Content Knowledge (TPACK) Model
Method
Results and Discussion
Data Collection Instrument 1: Online Survey Examining Perception of TPACK and Impact of Virtual Instruction on the Return to F2F Instruction
Data Collection Instrument 2: Results of One-on-One Focused Interviews Nine Months after Continual F2F Instruction
Overview of Results from Instrument #1 and Instrument #2
Discussion
Role of Training Transfer
Teachers’ Beliefs
Teachers’ Needs
Institutional and Environmental Context and Culture
Implications and Recommendations
Rethinking Professional Development Beyond the LTAs Conferences
Peer Led Professional Development through Critical Friendships
Conclusion
The Authors
References
Appendix