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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-11-05编辑:hynh1021点击率:8114
论文字数:22400论文编号:org201210201645397234语种:英语 English地区:中国价格:$ 66
关键词:TechnologyIntegrationthe Relationship between ContentPedagogy
摘要:The study shows that experienced EFL teachers not only possess rich CK, PK,TK, but also integrate and coordinate them to form TPACK to guide teaching withtechnology; however, the relationships between CK, PK, and TK are not balancedpositioned in teaching. CK, as a foundation, determines the application of PK andTK, while PK, as a bridge, facilitates the conveyance of CK and TK, as an exhibitiontool, enhances the expression of CK. The study suggests that EFL teachers shouldenrich their CK, PK, and TK, but more importantly, they should improve their abilityof to integrateing and coordinateting CK, PK, and TK in teaching with technology.Specifically, they should first take CK into account, then based on it, consider theapplication of PK, and finally think about how to use TK in their teaching.
1.6 Organization of the Thesis
This section presents the organization of the study. Chapter one presents therationale and the insights of the study. Chapter two is a review of the literaturerelated to the teacher knowledge study. Chapter three provides the methodologyutilized and study design of the research. Chapter four is the data description andanalysis. Chapter five is the research results and discussion. Chapter six, the finalone, offers the conclusion.
Chapter 2 Literature Review .........................16-26
2.1 Pedagogical Content .........................16-17
2.2 Technological Pedagogical ......................... 17-24
2.2.1 Definitions of TPACK .........................18-21
2.2.2 Relationship between ......................... 21-22
2.2.3 Measurement of ......................... 22-24
2.3 Summary .........................24-26
Chapter 3 Methodology .........................26-32
3.1 Research Context .........................26-27
3.2 Participants .........................27-29
3.3 Data Collection .........................29-30
3.3.1 Classroom Observation .........................29-30
3.3.2 Interview......................... 30
3.4 Data Analysis......................... 30-32
Conclusion
This chapter is divided into 4 sections: answers to the research questions,implications, limitations, suggestions for future research. The Answers to theresearch questions section systematically answers the research questions in thisstudy. Implications section illustrates the theoretical and practical meanings of thisstudy. Limitations section discusses the limitations of this study. Suggestions forfuture are about possible research concentration and methods in future.
6.1 Answers to the Research Questions
What Types of Knowledge Do Exemplary EFL College Teachers Possess?The research results from the knowledge section showed that exemplaryteachers possess rich CK, PK and TK. They are knowledgeable in the content to betaught, pedagogy to be utilized, and technology to be applied in teaching. Theymaster abundant knowledge in language knowledge and skills, learning strategy, andculture. Their rich possession of PK is represented by their utilization of pedagogicalmethods and approaches, understanding of students, motivational strategies, andassessment of students. Their mastery of TK is represented by the up-to-datehardware and software tools they utilized in class.However, the data from the coding of the video demonstrated that althoughexemplary teachers utilized individual CK and PK in their teaching, their teachingwas conducted under the guidance of integrated knowledge systems, PCK, TPK andTPACK. In their teac本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。