| Title: |
How Context Shapes International English Teachers' TPACK in Reflective Writings in Online Training |
| Language: |
English |
| Authors: |
Sebnem Kurt (ORCID 0000-0003-4191-5277); Mark Winston Visonà (ORCID 0000-0002-4396-6855) |
| Source: |
Journal of Research on Technology in Education. 2025 57(5):1154-1172. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Descriptors: |
Context Effect; Language Teachers; Pedagogical Content Knowledge; Technological Literacy; Second Language Instruction; English (Second Language); Foreign Countries; Discourse Analysis; Affordances; Technology Uses in Education; Reflection; Writing (Composition); Educational Technology |
| Geographic Terms: |
Africa; Asia; Europe; Middle East; Latin America |
| DOI: |
10.1080/15391523.2024.2376536 |
| ISSN: |
1539-1523; 1945-0818 |
| Abstract: |
This study explores how the individual contexts of 146 international English teachers influence their TPACK developed in a Global Online Course (GOC). Employing an explanatory sequential design, the study investigates how teachers evaluated a technologically mediated collaborative writing task in ways revealing their likelihood of TPACK adoption in future pedagogy. Our findings show that teachers from different countries described similar intersections of TPACK shaped by micro situational contexts, seen in evaluations of classroom actions and practices. However, discourse analysis indicates that teachers from different regions differed in evaluating their own and students' behavior and reactions to TPK, with some teachers not maximizing the affordances of Google Docs. This study provides new avenues for directly understanding how context shapes teachers' forms of TPACK via analyzing reflective writing. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1489571 |
| Database: |
ERIC |