Karataş, T. O., & Basol, H. Ç. (2021). What techno-effective teachers mean for preservice teachers of English: A socio-constructivist study. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 204-235. https://eric.ed.gov/?id=EJ1334990

Abstract:

“In English language teacher education (ELTE), technological pedagogical content knowledge (TPACK) has gained popularity as it prepares preservice teachers of English for integration of technology, pedagogy, and content knowledge in language teaching. Thus, with the perspective of TPACK, the main objective of this qualitative study based on Kelly’s personal construct theory was to clarify how three preservice teachers structured their constructs of techno-effective teachers. In so doing, this study uncovered three preservice teachers’ personal theories including their beliefs, values, understandings, and assumptions of techno-effective teachers. To elicit the constructs and structures of preservice teachers’ personal theories and elaborate more on these constructs, a cognitive mapping approach called the repertory grid and a follow-up interview were employed. The overall results showed that preservice teachers were good at conceptualizing each component of TPACK. However, content analysis of the constructs elicited from the preservice teachers revealed that the preservice teachers had some difficulties in synthesizing their pedagogical content knowledge (PCK), technological content knowledge (TCK), and content knowledge (CK) to form an integrated conceptualization of TPACK. However, the structures of their personal theories showed that they were open to development if they were supported with integrated programs in language teacher education.”