How context shapes international English teachers’ TPACK in reflective writings in online training

Abstract

This study explores how the individual contexts of 146 international English teachers influence their TPACK developed in a Global Online Course (GOC). Employing an explanatory sequential design, the study investigates how teachers evaluated a technologically mediated collaborative writing task in ways revealing their likelihood of TPACK adoption in future pedagogy. Our findings show that teachers from different countries described similar intersections of TPACK shaped by micro situational contexts, seen in evaluations of classroom actions and practices. However, discourse analysis indicates that teachers from different regions differed in evaluating their own and students’ behavior and reactions to TPK, with some teachers not maximizing the affordances of Google Docs. This study provides new avenues for directly understanding how context shapes teachers’ forms of TPACK via analyzing reflective writing.

Keywords:

• TPACK context
• online teacher training
• discourse analysis
• reflective writing

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Şebnem Kurt

Şebnem Kurt, is a Ph.D. candidate in Applied Linguistics and Technology Program (ALT), co-majoring in Human-Computer Interaction at Iowa State University. She is a former Fulbright scholar and a TESOL certificate holder from Idaho State University. Her research interests include computer-assisted language learning (CALL), virtual reality-assisted language assessment and online teacher training. Her most recent publication is about the impact of contextual factors on international English teachers’ TPACK and can be found in the Journal of Educational Technology & Society.

Mark Winston Visonà

Mark Winston Visonà, received his PhD in Linguistics from Georgetown University in 2020. He has taught and led research as a postdoctoral research associate at Iowa State University and has taught asynchronous forensic linguistics courses as an instructor at Pennsylvania Western University, California Campus. He currently is teaching in-person and synchronously and leading graduate research student projects in the forensic linguistics program as an Assistant Professor in the Department of Comparative Literature, Languages, and Linguistics at Hofstra University.