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Understanding of Technological Pedagogical Content Knowledge (TPACK) in South Korea: Does Experience Make a Difference?

지향은 신혜원 2020년

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' Understanding of Technological Pedagogical Content Knowledge (TPACK) in South Korea: Does Experience Make a Difference?' 의 주제별 논문영향력
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주제
  • english as a foreign language
  • teacher education
  • technologicalpedagogicalcontentknowledge
  • technologyintegration
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
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' Understanding of Technological Pedagogical Content Knowledge (TPACK) in South Korea: Does Experience Make a Difference?' 의 참고문헌

  • What is technological pedagogical content knowledge(TPACK)?
  • What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
  • Those who understand : Knowledge growth in teaching
  • The school curriculum of the Republic of Korea [Online post]
  • The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
  • The impact of computer-assisted language learning training on teachers’ practices
  • The handbook of technology and second language teaching and learning
    Kessler, G. [2017]
  • The development, validity and reliability of TPACK-deep : A technological pedagogical content knowledge scale
  • The Routledge handbook of instructed second language acquisition
  • Technological pedagogical content knowledge: A framework for teacher knowledge
    Mishra, P. [2006]
  • Teaching assistants’ self‐efficacy in teaching literature : Sources, personal assessments, and consequences
    Mills, N. [2011]
  • Teacher professional development through digital content evaluation
    Xie, K. [2017]
  • Teacher education: Concepts, methodologies, tools, and applications
    Polly, D. [2019]
  • Teacher education in CALL
    Debski, R. [2006]
  • Teacher education in CALL
    Kessler, G. [2006]
  • TPACK research with inservice teachers: Where’s the TCK?
    Hofer, M. [2012]
  • TPACK development in teacher education : A longitudinal study of preservice teachers in a secondary MA Ed. program
    Hofer, M. [2012]
  • Surveying in-service teachers’ beliefs about game-based learning and perceptions of Technological Pedagogical and Content Knowledge of games
    Hsu, C. -Y. [2017]
  • Surveying Chinese in-service K12 teachers’ technology, pedagogy, and content knowledge
    Liu, Q. [2015]
  • Shadow education : Comparative perspectives on the expansion and implications of private supplementary tutoring
    Bray, M. [2013]
  • Setting an optimal α that minimizes errors in null hypothesis significance tests
  • SMART Education initiative strategy and implementation plan [Online post]
  • Research trends in Technological Pedagogical Content Knowledge(TPACK)research : A review of empirical studies published in selected journals from 2002 to 2011
    Wu, Y. [2013]
  • Promoting pre-service teachers’ reflections through a cross-cultural Keypal project
    Wach, A. [2015]
  • Preservice and inservice teachers’ beliefs about effective teaching and the sources of those beliefs
  • On the quest for validity : Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge(TPACK)model
    Scherer, R. [2017]
  • Looking beyond teachers’ classroom behavior : Novice and experienced ESL teachers’ pedagogical knowledge
  • Keeping an eye on learning differences between expert and novice teachers’ representations of classroom management events
  • Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge(TPACK)
    Mouza, C. [2014]
  • Investigating teacher efficacy : Comparing preservice and inservice teachers with different levels of experience
  • Internal and external forces : Technology uses among English language teacher educators in South Korea
  • Identifying science teachers’ perceptions of Technological Pedagogical and Content Knowledge(TPACK)
    Lin, T. C. [2013]
  • Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators
  • From TPACK concept to TPACK practice : An analysis of the suitability and usefulness of the concept as a guide in the real world of teacher development
    McGrath, J. [2011]
  • Factors affecting technology integration in K-12 classrooms : A path model
    Inan, F. A. [2010]
  • Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China
    Dong, Y. [2015]
  • Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model
    Jang, S. J. [2013]
  • Exploring the TPACK of Taiwanese elementary math ematics and science teachers with respect to use of interactive whiteboards
    Jang, S. J. [2012]
  • Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the worldwide web
    Lee, M. [2010]
  • Exploring primary school teachers’ technological pedagogical content knowledge(TPACK)in online collaborative discourse : An epistemic network analysis
    Zhang, S. [2019]
  • Exploring EFL teachers’ knowledge and competencies : In-service program perspectives
    Liu, M. H. [2015]
  • Examining the technology pedagogical content knowledge of Singapore preservice teachers with a large-scale survey
  • Examining primary education teachers’ perceptions of TPACK and the related educational context factors
  • Diagramming TPACK in practice : Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge
    Cox, S. [2009]
  • Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a foreign language (EFL)
  • Developing a technological pedagogical content knowledge(TPACK)assessment for preservice teachers learning to teach English as a foreign language
    Baser, D. [2016]
  • Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK
  • Computer-assisted language learning: Learners, teachers and tools
    Son, J. -B. [2014]
  • CALL and the future of language teacher education
    Hubbard, P. [2008]
  • Building teacher competency for digital content evaluation
    Kim, M. K. [2017]
  • Building computer technology skills in TESOL teacher education
  • An investigation of early childhood teachers’ Technological Pedagogical Content Knowledge (TPACK) in Taiwan
  • A survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan
  • A sequential explanatory investigation of TPACK : Indonesian science teachers’ survey and perspective
  • A qualitative study on a situated experience of technology integration : Reflections from pre-service teachers and students
  • A comparison of preservice and inservice earth and space science teachers' general mental abilities, content knowledge, and problem-solving skills