Centering Equity for Multilingual Learners in Preservice Teachers’ Technological Pedagogical Content Knowledge (TPACK)

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2024-01-30 DOI:10.1177/00224871231223460

Carmen Durham

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引用次数: 0

Abstract

Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on (language) teacher education and computer-assisted language learning, this study examines how preservice teachers described their knowledge base specifically related to using digital tools equitably with multilingual learners. Qualitative analysis of 17 preservice teachers’ course discussions, assignments, and interviews revealed that preservice teachers purposefully reflected on and selected digital tools to use that would support students’ language development and leverage students’ interests. They also reflected on structural inequities and advocacy related to technological implementation. This study encourages teacher educators to support preservice teachers in developing technologically savvy practices that are also linguistically responsive and humanizing by centering equity in TPACK.

查看原文本刊更多论文

以在职教师的技术教学内容知识（TPACK）为中心，促进多语种学习者的公平性

最近的呼吁鼓励教师教育项目研究如何在教育技术课程中解决公平问题。因此，本研究对与多语言学习者使用数字工具相关的公平问题进行了专门的概念化。本研究借鉴了技术教学内容知识（TPACK）框架，并参考了先前关于（语言）教师教育和计算机辅助语言学习的研究成果，考察了职前教师如何描述他们的知识基础，特别是与多语种学习者公平使用数字工具相关的知识基础。对 17 名职前教师的课程讨论、作业和访谈进行的定性分析显示，职前教师有目的地反思和选择数字工具的使用，以支持学生的语言发展和利用学生的兴趣。他们还反思了与技术实施相关的结构性不平等和宣传问题。这项研究鼓励教师教育者支持职前教师发展精通技术的实践，同时通过以 TPACK 中的公平为中心，促进语言的发展和人性化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).