VietTESOL International Convention, VietTESOL International Convention 2019

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Perceptions of Vietnamese EFL High School Teachers on their Technological Pedagogical and Content Knowledge (TPACK)
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Building: Library
Room: D306
Date: 2019-10-11 04:00 PM – 04:30 PM
Last modified: 2019-09-19

Abstract


Technological Pedagogical and Content Knowledge (TPACK) has been popular and regarded as promising theoretical framework in teacher training programs and numerous related studies have been done in the Western context. The present study was conducted in Vietnam context to survey the perceptions of EFL high school teachers and their experience in (TPACK) constructs. It aimed to compare their TPACK in terms of genders and work experience. With the participation of 100 attendants, including 50 pre-service and 50 in-service English teachers, the research instrument is the intersection of many sources which had been collected and adapted to the research context before it was piloted and administered to 30 teachers of English via Gmail and Google Form for coefficient reliability of the scale which was calculated as .809 by SPSS version 22. Data analyzed by calculating descriptive statistics (mean score, standard deviation) showed that genders are vaguely influential factors in teachers’ perceptions of TPACK which is dominated by their teaching experience. In other words, findings showed that those who have longer years of service might be better at subject matter (CK) and applying teaching methods (PK) more effectively in their teaching practices, but their capacity of applying technology becomes modest in their English class. Limitations, implications and recommendations for further research are discussed.

 


Keywords


TK;CK;PK;TCK;TPK;PCK;TPACK