The Training of Technological Pedagogical Content Knowledge via Video-conferencing for Foreign Language Teachers
This research is to exam training outcomes of student teachers’ Technological Pedagogical Content Knowledge (TPCK) as reflected in their applications of TPCK into practicum in teaching Chinese as a foreign language (CFL) with video conferencing technology.Specifically, this research observes instructional strategies and the appropriateness of those strategies that student teachers transferred TPCK into practice and for teaching CFL with video-conferencing technology.14 student teachers at a CSL graduate program in Taiwan took a TPCK training course, during which they applied TPCK in teaching American CFL students in the United States.Data were collected via screen recordings of online teaching, lesson plans, and instructional PowerPoint presentations.The results revealed in the content analysis showed that the students’ teachers did not encounter many obstacles when transferring TPCK in instructional design; however, designing interactive online instruction that were appropriate to CFL learners was still a big challenge.This study suggests an emphasis on the connections of TCPK training and language learners.
Pedagogical strategies and models for e-learning foreign language teacher training via video-conferencing Technological Pedagogical Content Knowledge (TPCK)
Hsiu-Jen Cheng Hong Zhan
Kaohsiung Normal University,Taiwan Embry-Riddle Aeronautical University,USA
国际会议
北京
英文
325-331
2012-08-01（万方平台首次上网日期，不代表论文的发表时间）