A JOURNAL SUMMARY (5)

Investigating EFL teachers’ technological pedagogical content knowledge: Students’ perceptions

Jun-Jie Tseng

Department of English at National Taiwan Normal University; jjtseng@ntnu.edu.tw.

CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands (pp. 379-384). Dublin: Researchpublishing.net. doi:10.14705/rpnet.2014.000249

Teachers-perceived about their technological, pedagogical, and content knowledge (TPACK) may not always reflect their real practices in classrooms. There is a need to look for another side or perspective. This journal intended to present a balanced assessment of TPACK by investigating students’ perceptions of their teachers’ TPACK.

A student-based TPACK instrument developed by Tseng was adopted. The questionnaire was administered to 257 students from the classes of three junior high schools, where the teachers often integrated technology in the classroom, in northern Taiwan. The writer used descriptive measures to assess the degree of the students perceived their teachers’ TPACK.

The results of the survey showed that the students perceived that their teachers demonstrated content knowledge more adequately than their integrated TPACK and what students perceived about their teachers’ TPACK was consistent with what teachers perceived about their TPACK. The writer suggested that for the next researcher could be conducted on pre- and post-surveys of TPACK of pre-service and in-service language teachers for their TPACK development.