Developing and Validating a Technology Pedagogical and Content Knowledge (TPACK) Framework for Business English Teachers (Published)
The wide employment of technology in language learning enables business English (BE) teachers to cultivate talents with enhanced professional knowledge as well as strong professional English communication competence through improving their teaching quality. Hence, business English teachers need to integrate technological knowledge, pedagogical knowledge, English communication skills and content knowledge of FAME subjects (finance, accountancy, management, economy) into their teaching. In order to accomplish the integration, this paper aims to develop and validate technological pedagogical and content knowledge (TPACK) framework for business English teachers in Chinese higher education with a mixed method. Qualitative methods are used to collect data, including literature review and semi-structured interviews. On the other hand, a quantitative method, named confirmative factor analysis (CFA), is used to analyze the data. The result of the survey indicates that business English teachers consider TPACK is important in general, while they also attach great importance towards two items, PK and PCK.
Citation: An, Qin and Yang, Zhi Xiang (2021) Developing and Validating a Technology Pedagogical and Content Knowledge (TPACK) Framework for Business English Teachers, International Journal of English Language Teaching, Vol.9, No.5, pp.40-62
Keywords: TPACK, business English teachers, knowledge of FAME subjects