{"id":2869,"date":"2022-04-13T12:22:38","date_gmt":"2022-04-13T16:22:38","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2869"},"modified":"2022-04-13T12:22:38","modified_gmt":"2022-04-13T16:22:38","slug":"2869","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2869","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Kwangsawad, T. (2016). Examining EFL pre-service teachers\u2019 TPACK through self-report, lesson plans, and actual practice.\u00a0<em>Journal of Education and Learning, 10<\/em>(2), 103-108. doi:\u00a0<a href=\"http:\/\/dx.doi.org\/10.11591\/edulearn.v10i2.3575\">10.11591\/edulearn.v10i2.3575<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cTechnological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. The present study aimed to determine EFL pre-service teachers\u2019 TPACK trough self-report, lesson plans and actual practice. This study used a wide range of approaches (self-report, lesson plan assessment and classroom observations) to measure TPACK of EFL pre-service teachers in order to examine EFL pre-service teachers\u2019 ability to apply and foster the interplay between content, pedagogy and technology in their classrooms. The results of self-reported data (as measured by TPACK survey), lesson plan assessment and classroom observations showed high scores for all domains. The EFL pre-service teachers\u2019 actual practice aligned with their self-reported and their lesson plans.\u00a0\u201c<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Kwangsawad, T. (2016). Examining EFL pre-service teachers\u2019 TPACK through self-report, lesson plans, and actual practice.\u00a0Journal of Education and Learning, 10(2), 103-108. doi:\u00a010.11591\/edulearn.v10i2.3575 Abstract:\u00a0 \u201cTechnological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. The present study aimed&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2869\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[456,458,510,513,1230],"coauthors":[2301],"class_list":["post-2869","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-english-as-a-foreign-langauge","tag-efl","tag-lesson-plan","tag-preservice-teachers","tag-self-reported","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2869","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=2869"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2869\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2869"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2869"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2869"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2869"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}