Understanding Teachers’ Knowledge and Skills via Technological Pedagogical and Content Knowledge Framework

Dung T. Nguyen, Pillay Hitendra and Yeh Andy

English Language Teaching, 2023, vol. 16, issue 6, 91

Abstract: This qualitative study aimed to understand English as Foreign Language (EFL) teachers’ knowledge and skills concerning integration of Information and Communication Technology (ICT) into classroom teaching practices at a private university in Vietnam. Technological Pedagogical and Content Knowledge (TPACK) framework was used to guide research design, data collection and data analysis. Findings show that participants vary significantly in terms of knowledge and skills needed by EFL teachers. The study suggests that to support meaningful integration, EFL teachers need to develop three key knowledge types- technology, pedagogy and content, and skills to combine these types of knowledge.

Date: 2023
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/0/0/48779/52558 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/0/48779 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:16:y:2023:i:6:p:91

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().