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Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

Berhanu Abera
Copyright: © 2014 |Pages: 16
ISBN13: 9781466658769|ISBN10: 1466658762|EISBN13: 9781466658776
DOI: 10.4018/978-1-4666-5876-9.ch014
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MLA

Abera, Berhanu. "Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education." Multicultural Awareness and Technology in Higher Education: Global Perspectives, edited by Tomayess Issa, et al., IGI Global, 2014, pp. 286-301. https://doi.org/10.4018/978-1-4666-5876-9.ch014

APA

Abera, B. (2014). Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education. In T. Issa, P. Isaias, & P. Kommers (Eds.), Multicultural Awareness and Technology in Higher Education: Global Perspectives (pp. 286-301). IGI Global. https://doi.org/10.4018/978-1-4666-5876-9.ch014

Chicago

Abera, Berhanu. "Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education." In Multicultural Awareness and Technology in Higher Education: Global Perspectives, edited by Tomayess Issa, Pedro Isaias, and Piet Kommers, 286-301. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5876-9.ch014

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Abstract

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

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