Author(s)

Juanjuan Ouyang ¹, Nanzhou Ye ¹

Affiliation(s)

¹ Boya International School, Jiangxi University of Technology, Ziyang Avenue, Nanchang, China

Corresponding Author

Juanjuan Ouyang

ABSTRACT

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). The development of TPACK by teachers is critical to effective teaching with technology. The paper first introduces the seven components of TPACK and its framework, then designs a TPACK-level questionnaire for IELTS teachers and conducts a related data analysis. Finally, the article proposes strategies for the development of the TPACK level of IELTS teachers in China to provide a reference for the development of TPACK and teacher training for university teachers.

KEYWORDS

TPACK, technology integration, pedagogy, teaching

CITE THIS PAPER

Juanjuan Ouyang, Nanzhou Ye, The Technological Pedagogical Content Knowledge (TPACK) of Foreign Language Teachers Who Teach IELTS. Advances in Educational Technology and Psychology (2023) Vol. 7: 92-97. DOI: http://dx.doi.org/10.23977/aetp.2023.070717.

REFERENCES

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[3] Putnam R. T., & Borko H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
[4] Shulman L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
[5] Shulman L. S. (1987). Knowledge and teaching: Foundations of the new reform.Harvard Educational Review, 57(1), 1–22.

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