Volume 14, Issue 48 (8-2024)
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Banoofatemeh M, kian M, Mahdavinasab Y, Hosseini Khah A. Evaluation of elementary school teachers based on TPACK model in virtual education. Journal title 2024; 14 (48)
URL: http://erj.khu.ac.ir/article-1-1398-en.html
URL: http://erj.khu.ac.ir/article-1-1398-en.html
1- Doctoral student of Curriculum Planning, Kharazmi University
2- Associate Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Khwarazmi University, Tehran, Iran ,kian@khu.ac.ir
3- Assistant Professor, Department of Educational Technology, Faculty of Psychology and Educational Sciences, Khwarazmi University, Tehran, Iran
4- Assistant Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Khwarazmi University, Tehran, Iran
2- Associate Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Khwarazmi University, Tehran, Iran ,
3- Assistant Professor, Department of Educational Technology, Faculty of Psychology and Educational Sciences, Khwarazmi University, Tehran, Iran
4- Assistant Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Khwarazmi University, Tehran, Iran
Abstract: (2542 Views)
The purpose of the current research was to evaluate primary school teachers based on the TPACK model in virtual education. The quantitative research method was descriptive-survey type. The research population was elementary school teachers of district 13 of Tehran, 253 of whom participated in the research by random sampling method. A questionnaire was used to collect data in the quantitative part. The results showed that the pedagogic knowledge of primary school teachers in virtual education of science courses is almost average. The content knowledge of elementary school teachers in virtual education of science courses is at a favorable level. Knowledge of technology, knowledge of technology pedagogy, knowledge of technology of curriculum content, knowledge of content pedagogy, and technological knowledge of pedagogical and content of elementary school teachers in virtual education of science courses is lower than average. The results of prioritizing the components of the TPACK model also showed that the most important factors are knowledge of curriculum content and knowledge of pedagogy, followed by knowledge of content technology, knowledge of technology pedagogy, knowledge of content pedagogy, technological knowledge of content pedagogy, and knowledge of technology, respectively. have in general, it can be concluded that the situation of elementary school teachers based on TPACK model in virtual education in science course is not suitable and is lower than average.
Type of Study: Research Paper |
Subject:
Curriculum
Received: 2024/01/28 | Revised: 2024/12/3 | Accepted: 2024/10/9 | ePublished: 2024/10/9
Received: 2024/01/28 | Revised: 2024/12/3 | Accepted: 2024/10/9 | ePublished: 2024/10/9
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