Assessing Technological Pedagogical and Content Knowledge among Teachers of English as a Foreign Language

ID: 52963 Type: Virtual Paper
  1. Amber Yayin Wang, National Taichung University of Education, Taiwan

Educational environment in the global and information age requires teachers to develop new professional knowledge. Researchers in this area have considered Technological Pedagogical and Content Knowledge (TPACK) as important teacher knowledge in this global age. Related research shows that more studies are needed for developing TPACK in each content area, and studies related to TPACK in English as a foreign language (EFL) remain scarce. In responding to the call for improving English teacher quality in Taiwan, this study intends to develop a qualitative measurement to assess TPACK in the EFL domain. According to TPACK research, TPACK in the new millennium should focus more on higher order thinking skills. Thus, this study plans to develop a two-dimensional TPACK checklist for the EFL domain, adding the six-level cognitive learning process of the revised Bloom taxonomy into consideration. The development of the measurement tool involves four steps: (1) analyzing the nature of TPACK, (2) establishing the question database, (3) conducting Delphi surveys, and (4) pilot-testing the checklist. Research methods include document analysis and the Delphi technique. About 10 experts will be invited to conduct Delphi surveys and establish the content validity. In total, 43 student teachers will participate in the pilot test of the checklist. The TPACK checklist developed in this study will help student teachers diagnose their development of TPACK in EFL domain.


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