PERCEPTIONS OF VIETNAMESE EFL TEACHERS ON THEIR TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK)

Luu Huu Tho

Abstract


A quantitative study was conducted in a Vietnamese city to survey EFL teachers' perceptions. It investigated the perceptions of 100 EFL teachers on their TPACK. The research instrument, the questionnaire, is the intersection of many sources which had been collected and adapted to the research context before it was piloted and administered for the reliability of the scale calculated as α= 0.809. Quantitatively, using descriptive statistics (mean score, standard deviation) to examine their perceptions of TPACK showed that TK and CK were the most positively perceived. In contrast, TCK and TPACK were the least perceived. Limitations, implications and recommendations for further study are put forward.

 

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Keywords


technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK)

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i11.5667

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