Title:	APPLYING A TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK IN ETHIOPIAN ENGLISH LANGUAGE TEACHER EDUCATION
Author(s):	Berhanu Abera
ISBN:	978-972-8939-71-7
Editors:	Miguel Baptista Nunes and Maggie McPherson
Year:	2012
Edition:	Single
Keywords:	Plasma-based instruction, Technological Pedagogical Content Knowledge
Type:	Full Paper
First Page:	11
Last Page:	19
Language:	English
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Paper Abstract:	Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology based education. This paper addresses the existing literature on technological pedagogical content knowledge framework and overview of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire from 30 experienced English language teachers who have taught English via the plasma-channeled instruction for four to five years. Moreover, an interview was conducted with 6 of the sample classroom English teachers, and 10 plasma-channeled lessons were observed in order to look into the technological pedagogical content knowledge of the samples. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. The classroom observations, similarly, confirmed that teachers have applied their pedagogical content knowledge while teaching English language through the televised instruction like the conventional instruction. They seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs were outlined and further studies were suggested.
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