Innovative approaches to professional development: Exploring the interplay between Technological Pedagogical Content Knowledge (TPACK), teachers’ motivation, engagement, and teachers’ professional development

Shuhan Liu; Aynur Kesen Mutlu

doi:10.30827/portalin.viXIII.32430

Autores/as

Shuhan Liu Xi’an International University, China (Corresponding author)
Aynur Kesen Mutlu Istanbul Medipol University, Turkey

DOI:

https://doi.org/10.30827/portalin.viXIII.32430

Palabras clave:

Desarrollo profesional, Conocimiento Pedagógico, Tecnológico y de Contenido (TPACK), Motivación del profesorado, Compromiso del profesorado, Aprendizaje potenciado por la tecnología.

Agencias: General Project of the “14th Five-Year Plan” for Education Science in Shaanxi Province in 2024 (Grant Numbers: SGH24Y2792, SGH24Y2782); 2024 Annual Planning Project of The China Association for Non-Government Education (School Development Category) (Grant Number: CANFZG24095).

Resumen

Este estudio tuvo como objetivo explorar la relación entre el Conocimiento Tecnológico, Pedagógico y de Contenido (TPACK, por sus siglas en inglés) de los profesores, la motivación para la enseñanza del inglés (TEE, por sus siglas en inglés), las estrategias de compromiso en la enseñanza del inglés y el desarrollo profesional. Se recopilaron un total de 415 cuestionarios válidos de profesores de toda China, con una mayoría proveniente de la provincia de Shaanxi. Los datos se obtuvieron mediante una encuesta realizada en línea durante un período de dos semanas, y el cuestionario fue traducido y retrotraducido para garantizar la precisión lingüística. Los análisis estadísticos se realizaron utilizando SPSS (versión 27) y AMOS (versión 24), incluyendo estadísticas descriptivas, correlación, regresión y modelos de ecuaciones estructurales (SEM, por sus siglas en inglés). Los hallazgos revelaron que los profesores con niveles más altos de TPACK tenían más probabilidades de mostrar una mayor motivación para la enseñanza del inglés y adoptar estrategias de compromiso más efectivas, lo que contribuyó a su desarrollo profesional. También se encontró que el TPACK actuó como mediador entre la motivación para la enseñanza del inglés y las estrategias de compromiso en la enseñanza del inglés, destacando el papel del TPACK en la mejora del crecimiento profesional de los profesores al optimizar sus prácticas docentes. Estos resultados sugieren que fortalecer el TPACK puede influir positivamente tanto en la motivación como en el compromiso de los profesores, lo que conduce a una enseñanza más efectiva y a un avance profesional. La importancia de este estudio radica en su demostración de cómo el fortalecimiento del TPACK de los profesores puede mejorar su motivación, estrategias de compromiso y desarrollo profesional, ofreciendo ideas valiosas para programas de desarrollo profesional específicos en la enseñanza del inglés. Al destacar el papel mediador del TPACK, el estudio contribuye a una comprensión más profunda de los factores que impulsan prácticas docentes efectivas y el crecimiento de los profesores.

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Biografía del autor/a

Shuhan Liu, Xi’an International University, China (Corresponding author)

Shuhan Liu, she earned her Bachelor’s degree from Xi'an International University in 2013. She then pursued a Master's degree in Educational Studies at the University of Glasgow, graduating in 2015. Since joining the faculty at Xi’an International University in 2016, she has published eight research papers. Her research interests lie in the theory and practice of digital learning and English teaching methodologies.

Aynur Kesen Mutlu, Istanbul Medipol University, Turkey

Aynur Kesen Mutlu is an Associate Professor of English Language Education at the Department of English Language Teaching, Istanbul Medipol University, Turkey. She is also the Vice Dean of the Faculty of Education at Istanbul Medipol University. She holds a doctorate degree in English Language Teaching from Çukurova University, Turkey. She teaches undergraduate and graduate courses in teacher education and second/foreign language teaching methodology. Her research focuses on pre-service language teacher education, language teaching methodology, literature and language teaching, positive psychology in language teaching, and language teacher education.

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FUNDING INFORMATION

General Project of the “14th Five-Year Plan” for Education Science in Shaanxi Province in 2024 (Grant Numbers: SGH24Y2792, SGH24Y2782); 2024 Annual Planning Project of The China Association for Non-Government Education (School Development Category) (Grant Number: CANFZG24095).