UNRWA EFL in-service teachers’ perception of the application of TPACK in teaching listening and speaking
| [Abstract] | |
| Type | Article |
| Author | Alnajjar, Hiyam Sadi. Faculty of Education, Yarmouk University, Jordan |
| Second author | al-Jamal, Dina. Faculty of Education, Yarmouk University, Jordan. |
| Varying form of title |
وجهة نظر معلمي اللغة الإنجليزية كلغة أجنبية في مدارس الأونروا في دور التيباك (TPACK) في تدريس مهارتي الإستماع والكلام [مقال] |
| Pages | pp. 56-72 |
| Host Item Entry |
The Islamic University Journal of Educational and Psychology Studies. Vol. 27, no. 2, March 2019
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| Electronic Location |
Full text (PDF)
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| Descriptors | UNRWA - Teacher attitudes - English - Modern language instruction - School accounting - Teaching methods - Skill development - Listening - Speech |
| Language of document | English |
| Country | Palestine |
The aim of the study is to investigate the English language teachers' perception of technological pedagogical and content knowledge (TPACK) in the teaching of listening and speaking within the UNRWA (United Nations relief and works agency for Palestine refugees in the near east) schools in Jordan. The participants of the study are 69 (39 female and 30 male) full-time English teachers who responded to the TPACK survey questionnaire. The results of the study indicated a lack of technological knowledge (TK), a dissociation of technological knowledge (TK) with content knowledge (CK), a lack of pedagogical knowledge (PK) and a lack of technological pedagogical and content knowledge (TPACK). The study recommends the need for EFL teachers in Jordan to join TPACK-based training workshops, regardless of gender or experience, in order to integrate technology in their teaching to improve their teaching skills and their students’ achievements in listening and speaking. (Published abstract)
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| Alnajjar, Hiyam Sadi. (2019). UNRWA EFL in-service teachers’ perception of the application of TPACK in teaching listening and speaking . The Islamic University Journal of Educational and Psychology Studies. Vol. 27, no. 2, March 2019. pp. 56-72 Retrieved from search.shamaa.org |