PERSPECTIVES OF EFL TEACHERS ON CONTENT KNOWLEDGE, TECHNOLOGICAL CONTENT KNOWLEDGE, AND PEDAGOGICAL CONTENT KNOWLEDGE

Luu Huu Tho

Abstract


A qualitative study was conducted in a Vietnamese city to investigate the EFL teachers’ perspectives on CK, TCK, and PCK. Qualitative data revealed that integrating Technological Pedagogical Content Knowledge (TPACK) into English teaching practices is considered time-consuming, impeded by factors such as time constraints and students' cognitive abilities. This study also investigated the level of content integration among educators, specifically those using traditional teaching methods emphasising textbook information. The investigation revealed a deficiency in the effective integration of technological tools during teaching practicum despite using various technologies. This is due to the lengthy duration of the process and the difficulties faced by individuals with limited proficiency in keeping pace with technological advancements. Most teachers exhibited confidence in utilizing pedagogical skills to deliver content in English classrooms, employing various effective approaches, techniques, and methods. Recommendations for future research are put forward.

 

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content knowledge (CK), technological content knowledge (TCK), pedagogical content knowledge (PCK)

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References


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DOI: http://dx.doi.org/10.46827/ejel.v9i5.5663

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