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اقتصاد, سوده, مهرابی, مرضیه. (1402). بررسی دانش محتوایی تربیتی فناوری درک شده فارغ التحصیلان ایرانی رشته آموزش زبان فرانسه در دوران همه گیری کووید-19. , 13(3), 373-397. doi: 10.22059/jflr.2023.352493.1003
سوده اقتصاد; مرضیه مهرابی. "بررسی دانش محتوایی تربیتی فناوری درک شده فارغ التحصیلان ایرانی رشته آموزش زبان فرانسه در دوران همه گیری کووید-19". , 13, 3, 1402, 373-397. doi: 10.22059/jflr.2023.352493.1003
اقتصاد, سوده, مهرابی, مرضیه. (1402). 'بررسی دانش محتوایی تربیتی فناوری درک شده فارغ التحصیلان ایرانی رشته آموزش زبان فرانسه در دوران همه گیری کووید-19', , 13(3), pp. 373-397. doi: 10.22059/jflr.2023.352493.1003
اقتصاد, سوده, مهرابی, مرضیه. بررسی دانش محتوایی تربیتی فناوری درک شده فارغ التحصیلان ایرانی رشته آموزش زبان فرانسه در دوران همه گیری کووید-19. , 1402; 13(3): 373-397. doi: 10.22059/jflr.2023.352493.1003

بررسی دانش محتوایی تربیتی فناوری درک شده فارغ التحصیلان ایرانی رشته آموزش زبان فرانسه در دوران همه گیری کووید-19

پژوهشهای زبانشناختی در زبانهای خارجی
دوره 13، شماره 3، آذر 1402، صفحه 373-397    اصل مقاله (1.38 M)
نوع مقاله: علمی پژوهشی(عادی)
شناسه دیجیتال (DOI): 10.22059/jflr.2023.352493.1003
نویسندگان
سوده اقتصاد* ؛ مرضیه مهرابی
گروه زبان و ادبیات فرانسه، دانشکده زبان ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران
چکیده
هدف این پژوهش تحلیل دانش محتوایی تربیتی فناوری (TPACK) درک شده نودانش‌­آموختگان ایرانی از رشته آموزش زبان فرانسه، در راستای بررسی آمادگی آن‌ها برای تدریس حرفه‌ای خود بر اساس هفت مؤلفه‌ این دانش، و نیز بررسی نقش نوع دوره آموزشی و تجربیات تدریس قبلی بر میزان درک شده دانش محتوایی تربیتی فناوری آن ها می‌­باشد. داده‌های پژوهش از طریق پرسشنامه الکترونیکی (Baser et al, 2016)، متشکل از 39 گویه در مورد هفت مؤلفه فرعی TPACK جمع­‌آوری شد. چهل و هشت تازه فارغ التحصیل/مدرس ایرانی پیش از خدمت زبان فرانسه به پرسشنامه پاسخ دادند. نتایج حاکی از آن بود که به طور کلی، شرکت‌کنندگان ارزیابی مثبتی از دانش محتوایی تربیتی فناوری خود دارند، اگرچه دانش آن‌ها در زیرمجموعه‌­هایی مانند بکارگیری فناوری در آموزش و یادگیری تعاملی و مشارکتی زبان، نیازمند توسعه می­باشد. علاوه بر این، در حالی که رابطه معناداری بین نوع آموزش (حضوری یا مجازی) و سطح کلی و زیرمجموعه­‌های دانش محتوایی تربیتی فناوری این افراد مشاهده نشد، شرکت­ کنندگان با تجربه تدریس قبلی، دانش محتوایی و دانش تربیتی بالاتری داشتند، امری که بیانگر آن است که رشد این دو حوزه دانش، درکنار دوره‌­های نظری رشته آموزش، وابسته به تجربیات تدریس عملی می­باشد.
کلیدواژه‌ها
دانش محتوایی تربیتی فناوری؛ فناوری؛ فارغ‌التحصیلان رشته آموزش زبان فرانسه؛ تجربه تدریس؛ ایران
عنوان مقاله [English]
Investigating Iranian French Language Teaching Graduates’ Perceived TPACK during the Covid-19 Pandemic
نویسندگان [English]
Soodeh Eghtesad؛ Marzieh Mehrabi
Department of French Language and Literature Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran
چکیده [English]
This study investigates Iranian graduating French Language Teaching .Master's of Arts students’ self-perceived Technological Pedagogical Content Knowledge (T P A C K) to gain an insight into their preparation for their professional teaching career based on T P A C K’s seven sub-components, and understand the way in which their perceived T P A C K is related to the type of teaching training received, as well as prior teaching experiences. The data were collected through an electronic questionnaire (Baser et al, 2016), composed of 39 questions regarding T P A C K’s seven sub-components. Forty-eight Iranian pre-service French Language instructors responded to the questionnaire. Results indicated that in general, participants have a positive assessment of their T P A C K, although improvements could be made in certain areas, such as the use of technology in interactive and collaborative language teaching and learning. In addition, while there was no significant relationship between type of teacher-training received and pre-service instructors’ perceived T P A C K, participants with prior teaching experience demonstrated higher Pedagogical Knowledge (P K) and Content Knowledge, (C K), which seems to suggest that these two knowledge areas are best developed through on-the-field teaching experiences, alongside theoretical coursework.
کلیدواژه‌ها [English]
TPACK, Technology, French Language Teaching Graduates, Teaching Experience, Iran
سایر فایل های مرتبط با مقاله
مراجع
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