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Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies.

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Title: Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies.
Authors: Kulaksız, Taibe1 (AUTHOR) taibekulaksiz@gmail.com
Source: International Journal of Educational Technology in Higher Education. 9/25/2023, Vol. 20 Issue 1, p1-18. 18p.
Subject Terms: *Information-seeking strategies, *Student teachers, *Pedagogical content knowledge, *Information-seeking behavior, *Authentic learning, *Learning
Abstract: This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers' technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers' technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers' knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers' future careers. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies.
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  Data: <searchLink fieldCode="AR" term="%22Kulaksız%2C+Taibe%22">Kulaksız, Taibe</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> taibekulaksiz@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Technology+in+Higher+Education%22">International Journal of Educational Technology in Higher Education</searchLink>. 9/25/2023, Vol. 20 Issue 1, p1-18. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Information-seeking+strategies%22">Information-seeking strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Information-seeking+behavior%22">Information-seeking behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Authentic+learning%22">Authentic learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers' technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers' technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers' knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers' future careers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 9/25/2023
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