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TPACK Framework for Online EFL Teacher Training in Higher Education

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DOI: 10.23977/aduhe.2021.030116 | Downloads: 53 | Views: 1928

Author(s)

Yi Huang 1

Affiliation(s)

1 Faculty of Foreign Languages, Anyang Normal University, Anyang, 455000, China

Corresponding Author

Yi Huang

ABSTRACT

As an educational trend, online teaching and training become a widespread phenomenon in educational environment and other areas in the era of artificial intelligence, blockchain, and digitalization, which give the equal opportunities and access easily to life-long learners. Technology will be integral tool in the transmission of knowledge, including pedagogy, content, and contexts in the informationization 2.0. TPACK, which developed from Shulman’s PCK, has become a popularized framework in the application of classroom teaching and online instruction, which lead to a more effective quality of education. In this study, we construct EFL teachers’ competencies in TPACK framework based on PCK and TPACK. Based on this framework, we design pre-service online teachers training programs and in-service teachers courses in online English Foreign language training on the ZOOM, Microsoft team and other online tools. Besides, the current available online courses in platforms such as Coursera are integrated in our online training system. As a result of this research, pre-service teachers and in-service teachers are performed better in online training from angles of T, P, C, TP, TC, PC, TPACK.

KEYWORDS

TPACK, Online training, Technology

CITE THIS PAPER

Yi Huang. TPACK Framework for Online EFL Teacher Training in Higher Education. Adult and Higher Education (2021) 3: 95-102. DOI: http://dx.doi.org/10.23977/aduhe.2021.030116.

REFERENCES

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[3] Koehler, M.J., Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.). The handbook of technological pedagogical content knowledge (TPCK) for educators (3–29). Mahwah NJ: Lawrence Erlbaum Associates.
[4] Valanides, N., Angeli, C. (2008) Professional development for computer‐enhanced learning: a case study with science teachers. Research in Science & Technological Education. 26(1):3-12. DOI: 10.1080/02635140701847397.
[5] Angeli, C., Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education. 52(1): 154–168. https://doi.org/10.1016/j.compedu.2008.07.006.
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