Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

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dc.authorid0000-0002-2006-8737en_US
dc.authorid0000-0003-0876-6564en_US
dc.authorid0000-0001-6976-7822
dc.contributor.authorBaşer, Derya
dc.contributor.authorKopcha, Theodore John
dc.contributor.authorÖzden, Muhammet Yaşar
dc.date.accessioned2021-06-23T19:44:46Z
dc.date.available2021-06-23T19:44:46Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.description.abstractThis paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interviews and document analysis). The content validity of the items was established through expert and preservice teacher reviews. The survey was then validated through two rounds of exploratory factor analysis (EFA), the first with 174 preservice EFL teachers and the second with 204 preservice EFL teachers. The results of the first round indicated a five-factor structure: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth factor that combined TCK, TPK, and TPACK items. After revising the survey, the second round of EFA results showed a seven-factor structure that was consistent with the TPACK framework. The final TPACK-EFL survey included a total of 39 items: 9 TK, 5 CK, 6 PK, 5 PCK, 3 TCK, 7 TPK, and 4 TPACK. The results offer survey developers and teacher educators insight into establishing clear boundaries between the TPACK constructs. In particular, subject-specific strategies were used to generate clear and distinct items within the TCK and TPK constructs. Implications for developing other subject-specific TPACK surveys and using the TPACK-EFL survey in other countries are discussed.en_US
dc.identifier.doi10.1080/09588221.2015.1047456
dc.identifier.endpage764en_US
dc.identifier.issn0958-8221
dc.identifier.issn1744-3210
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-84930394587en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage749en_US
dc.identifier.urihttps://doi.org/10.1080/09588221.2015.1047456
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9043
dc.identifier.volume29en_US
dc.identifier.wosWOS:000375567200006en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBaşer, Derya
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofComputer Assisted Language Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEnglish as a Foreign Languageen_US
dc.subjectTechnology Integrationen_US
dc.subjectTechnological Pedagogical Content Knowledgeen_US
dc.subjectTeacher Educationen_US
dc.subjectAssessmenten_US
dc.titleDeveloping a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign languageen_US
dc.typeArticleen_US

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