Abubakir Hanadi, Alshaboul Yousef
National Center for Educational Development, College of Education, Qatar University, Doha, Qatar.
Department of Educational Sciences, College of Education, Qatar University, Doha, Qatar.
Heliyon. 2023 Jun 15;9(6):e17348. doi: 10.1016/j.heliyon.2023.e17348. eCollection 2023 Jun.
Integrating technology into English writing instruction has become integral to improving students' writing skills. However, there is a dearth of research addressing teachers' Technological Pedagogical and Content Knowledge (TPACK) in writing classes. Hence, this study explored preparatory English as a Foreign Language (EFL) teachers' mastery of TPACK in writing classes in Qatar. Using a descriptive approach, one hundred eighty-two in-service teachers responded to a self-reported TPACK survey. According to the findings, teachers' knowledge across all TPACK constructs was high. While teachers' content knowledge was the highest among the four domains, teachers' TPACK was the lowest. Significantly, male teachers showed a greater level of technological knowledge than female teachers. In addition, results show that teachers with 1 to 5 years of experience scored at the highest level of technological knowledge, and teachers who received professional development outperformed their peers in TPACK. The study findings provide insights to educators and policymakers concerned about teachers' education and professional development; teachers must be equipped with the required technological literacy skills to enhance students' writing in the digital age.
将技术融入英语写作教学已成为提高学生写作技能不可或缺的一部分。然而，针对写作课堂中教师的技术教学内容知识（TPACK）的研究却很匮乏。因此，本研究探讨了卡塔尔预备英语作为外语（EFL）教师在写作课堂中对TPACK的掌握情况。采用描述性方法，182名在职教师对一份自我报告的TPACK调查问卷做出了回应。根据调查结果，教师在所有TPACK结构方面的知识水平较高。虽然教师的学科内容知识在四个领域中最高，但他们的TPACK最低。值得注意的是，男教师的技术知识水平高于女教师。此外，结果表明，有1至5年教学经验的教师在技术知识方面得分最高，接受过专业发展培训的教师在TPACK方面表现优于同行。研究结果为关注教师教育和专业发展的教育工作者和政策制定者提供了见解；教师必须具备所需的技术素养技能，以在数字时代提高学生的写作水平。
