تصور مقترح لتطوير الأداء التدريسي لمعلمي اللغة الإنجليزية بالمرحلة الثانوية في ضوء إطار الدمج بين المعرفة التربوية والمحتوى والتقنية
The research aims to determine the extent to which the dimensions of the framework integrating content knowledge, teaching skills, and technology (TPACK) are available among secondary school English teachers from their perspective. It also explores the impact of demographic variables such as gender, academic qualification, and years of teaching experience on their responses to this framework's dimensions. A proposed vision was developed to improve teachers' teaching performance in light of the TPACK framework. The research used a descriptive approach, with a questionnaire divided into four axes, each addressing one of the TPACK dimensions (TCK, PCK, TPK, TPACK). The research community consisted of 540 male and female teachers, with a random sample of 180 teachers representing the community. The results showed that the availability of the PCK, TPK, and TPACK dimensions was high, while the TCK dimension was moderately available. No statistically significant differences at the 0.05 level were found between the average responses of the sample regarding the availability of TPACK dimensions attributed to the gender variable. However, there were statistically significant differences at the 0.05 level attributed to the academic qualification variable, favoring teachers with postgraduate studies. Additionally, there were statistically significant differences attributed to the number of years of experience, favoring those with the most experience. The research recommended that colleges of education adopt the TPACK framework in pre-service English language teacher preparation programs by including courses that focus on integrating the framework's four dimensions. (Published abstract)