Evaluating novice and experienced EFL teachers' perceived TPACK for their professional development
Abstract: Technological Pedagogical Content Knowledge (TPACK) is a framework which provides a number of opportunities for conducting research in teacher edu- cation, teacher professional development, and teacher’s use of technology. By applying TPACK framework, this mixed methods study aimed to examine novice and experienced EFL teachers’ differences in their perceived TPACK and its influences on their professional development. To this end, for the quantitative phase, a sample of 427 EFL teachers, both male and female with different teaching experiences were selected from various English language institutes in Tehran. In the qualitative phase, 16 EFL teachers were selected for a structured interview. The quantitative results indicated that experienced teachers were of significantly higher scores in terms of pedagogical knowledge and pedagogical content knowledge subscales. In contrast, novice teachers were of significantly higher scores considering their technological knowledge, technologica
- Standort
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Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
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Online-Ressource
- Sprache
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Englisch
- Anmerkungen
-
Veröffentlichungsversion
begutachtet (peer reviewed)
In: Cogent Education ; 6 (2019) 1 ; 1-26
- Klassifikation
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Erziehung, Schul- und Bildungswesen
- Ereignis
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Veröffentlichung
- (wo)
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Mannheim
- (wer)
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SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
- (wann)
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2019
- Urheber
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Nafissi, Zohreh
Nazari, Naghme
Estaji, Masoomeh
Marandi, Susan
- DOI
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10.1080/2331186X.2019.1632010
- URN
-
urn:nbn:de:101:1-2021092208034444995386
- Rechteinformation
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
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25.03.2025, 13:53 MEZ
Datenpartner
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Nafissi, Zohreh
- Nazari, Naghme
- Estaji, Masoomeh
- Marandi, Susan
- SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
Entstanden
- 2019
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