The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education
Abstract
Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.
Related Content
Marlett Jasmin Blas Rivera.
© 2024.
24 pages.
|
Mario Muñoz Mercado.
© 2024.
31 pages.
|
Tahir Iqbal.
© 2024.
31 pages.
|
Nadim Akhtar Khan.
© 2024.
20 pages.
|
Sandra Viridiana Cortés Ruiz.
© 2024.
26 pages.
|
María Elena Zepeda Hurtado, Claudia Angélica Membrillo Gómez, Francisco Javier Arias Candanosa.
© 2024.
23 pages.
|
Renu Prajapati, Sandhya Gupta.
© 2024.
29 pages.
|
|
|