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مروری نظام مند بر دانش محتوای تربیتی فناورانه (TPACK) معلمان زبان انگلیسی | ||
پژوهشهای زبانشناختی در زبانهای خارجی | ||
دوره 14، شماره 1، خرداد 1403، صفحه 65-87 اصل مقاله (1.6 M) | ||
نوع مقاله: علمی پژوهشی(عادی) | ||
شناسه دیجیتال (DOI): 10.22059/jflr.2024.372007.1097 | ||
نویسندگان | ||
سیدمحمد سیدکلان* 1؛ دیار مظهرپور2 | ||
1گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. | ||
2گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، اردبیل، ایران. | ||
چکیده | ||
پژوهش حاضر مطالعه مروری نظام مند بر مطالعاتی را ارائه میکند که هدف آنها بررسی تحقیقات مربوط به دانش محتوای تربیتی فناورانه (TPACK) معلمان زبان انگلیسی است. این مطالعه از یک روش سنتزپژوهی برای تجزیه و تحلیل داده های کیفی و دستیابی به اهداف عملی استفاده می کند. منابع مربوطه از پایگاههای اطلاعاتی بینالمللی با استفاده از کلیدواژههای مناسب جمعآوری شد و محتوای 18 مقاله منتخب برای تجزیه و تحلیل مورد وارسی قرار گرفتند. به منظور بررسی کیفیت پایایی قابل اعتماد بودن، از ضریب کاپای کوهن که 76/0 به دست آمد، استفاده شد. یافته ها نشان داد که تحقیقات قبلی در مورد TPACK بر چهار موضوع اصلی متمرکز شده است: بررسی، ارزیابی، توسعه و کاربردTPACK . مشخص شد که تحقیقات قبلی عمدتاً دو حوزه را بیشتر مورد بررسی قرار داده اند: ارزیابی TPACK معلمان و نوآوری در روشهای اندازهگیری سطح آن، و بررسی تفاوتها در سطوح TPACK در میان گروههای مختلف معلمان با هدف ارتقا و افزایش سطح TPACK آن ها. در نتیجه، مطالعه حاضر عدمِ درک در مورد اینکه چگونه معلمان زبان انگلیسی می توانند به طور مؤثر از هفت عنصر TPACK برای تسهیل یادگیری دانش آموزان از طریق درسهای یکپارچه با فن آوری استفاده کنند، برجسته می کند. همچنین، این مطالعه چشم انداز محققان آینده را در غنابخشی به توسعه الگوی این ساحت را دقیق تر خواهد کرد. | ||
کلیدواژهها | ||
آموزش زبان انگلیسی؛ زبان انگلیسی؛ مرور نظام مند؛ معلم؛ دانش محتوای تربیتی فناورانه | ||
عنوان مقاله [English] | ||
A systematic review of Technological Pedagogical Content Knowledge (TPACK) of EFL teachers | ||
نویسندگان [English] | ||
seyyedmohammad seyyedkalan1؛ Diyar Mazharpour2 | ||
1Department of Educational Sciences, Farhangian University, PO Box 889-14665, Tehran, Iran. | ||
2Department of English Language Teaching, Farhangian University, Ardabil, Iran. | ||
چکیده [English] | ||
This research paper presents a systematic review of studies focused on investigating Technological Pedagogical Content Knowledge (TPACK) among English as a foreign language teachers. The study employs a synthesis research method to analyze qualitative data and achieve practical objectives. Relevant sources were collected from international databases using appropriate keywords, resulting in a total of 18 selected articles for analysis. To ensure reliability, the quality of the data was assessed using Cohen's kappa coefficient, yielding a value of 0.76. The findings indicate that previous research on TPACK has primarily addressed four main areas: review, evaluation, development, and application. The research has predominantly explored two aspects: assessing teachers' TPACK and innovating methods for measuring its level, as well as investigating differences in TPACK levels among various groups of teachers to enhance and elevate their TPACK proficiency. In conclusion, this study highlights a lack of understanding regarding how English language teachers can effectively utilize the seven elements of TPACK to facilitate student learning through technology-integrated lessons. Additionally, this research aims to provide valuable insights for future researchers to further enrich the development of the TPACK model in this field. Also, this study will sharpen the perspective of future researchers in enriching the model development of this field. | ||
کلیدواژهها [English] | ||
English Language Teaching, English Language, Systematic Review, Technological Pedagogical Content Knowledge, Teacher | ||
سایر فایل های مرتبط با مقاله
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مراجع | ||
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