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首页> 外文期刊>International Journal of Language Education: IJoLE >TPACK Model Based Instruction in Teaching Writing: An Analysis on TPACK Literacy
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TPACK Model Based Instruction in Teaching Writing: An Analysis on TPACK Literacy

机译：基于TPACK模型的教学写作教学：TPACK素养分析

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摘要

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage of developmental research is assuming important as basic data for further steps in designing TPACK model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the lecturers will complete the data needed in this study. This paper presents an analysis of Technological Pedagogical and Content Knowledge (TPACK) literacy among lecturers at Universitas Muhammadiyah Parepare, Indonesia. In finding the data, the TPACK survey of Schmidt, Baran, Thomson (2009) was applied by having little modification on it. The main points on the survey were about Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and TPACK. In gaining the data, the questionnaire as the research instrument was distributed to lecturers in the English Education Department, and their responses were analyzed quantitatively. This research was conducted at Universitas Muhammadiyah Parepare, South Sulawesi province, Indonesia. The questionnaire results showed that the lecturers’ levels of literacy on technology, pedagogy, content knowledge, and TPACK are on moderate stage.? They can be categorized as good level on overall TPACK literacy, but need to improve in order to achieve better results by having more practice or learning workshops.
机译：在该发育研究早期阶段的技术，教育学和讲师内容的认识到先验知识，旨在作为基于教学写作中TPACK模型教学的进一步措施的重要数据。因此，对讲师的TPACK扫雷进行调查将完成本研究所需的数据。本文介绍了印度尼西亚大学穆罕默德·帕帕帕拉省讲师的技术教学和内容知识（TPACK）识字。在寻找数据时，通过对其进行重大修改来应用Schmidt的TPACK调查汤姆森（2009）。调查的要点是技术知识（TK），教学知识（PK），内容知识（CK）和TPACK。在获得数据时，调查问卷作为研究工具分发给英语教育部门的讲师，他们的反应被定量分析。这项研究是在印度尼西亚南苏拉威西省的Universitas Muhammadiyah Parepare进行的。调查问卷结果表明，讲师对技术，教育学，内容知识和TPACK的识字水平在中等阶段。它们可以在整体TPACK扫盲上分类为良好的水平，但需要通过更多的实践或学习研讨会来实现更好的结果。

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