Perceptions of Novice and Experienced Instructors of Translation at Selected Saudi Universities Toward Technological Pedagogical Content Knowledge for Teaching Professional Development

Bibliographic Data

ID21808043
AuthorsEman Mahmoud Ibrahim Alian (0009-0008-7542-2685, King Khalid University), Ali Albashir Mohammed Alhaj (0000-0003-4845-176X, King Khalid University)
Year2024
Volume14
Issue3
Pages844-853
Publication date2024-03-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTheory and Practice in Language Studies (JOURNAL)
Journal identifiersISSN: 1799-2591 • E-ISSN: 2053-0692
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/tpls.1403.27
OpenAlexW4395087164
LanguageEN
References cited8

Technological Pedagogical Content Knowledge (TPACK) is considered one of the most significant models for presenting teachers’ capabilities and proficiencies in effectively using technology to teach. This study was conducted to explore the perceptions of both novice and experienced instructors of translation from selected Saudi universities toward the use of technological pedagogical content knowledge in teaching professional development. To achieve the three objectives of the study, the two authors employed the descriptive survey method because of its suitability. For gathering data, a 20-item questionnaire was distributed to a purposive sample containing 100 novice and experienced male and female instructors of translation who were randomly selected from some several universities in Saudi Arabia during the first semester of 2023. The findings of this study revealed very many that of the selected translation instructors had positive attitudes toward the use of technological applications for teaching English as a foreign language (EFL). Moreover, many of the selected translation instructors showed that they had an average level of knowledge regarding TPACK. The findings also revealed that the selected instructors’ perceptions toward TPACK were considerable. Furthermore, the results of the study also proved that educational background in digital technologies plays a significant role in the professional development of novice and experienced translation instructors at Saudi universities. The implications of the study’s results were discussed, and recommendations were suggested for providing all universities in Saudi Arabia with educational software, e-learning platform, teaching software and novice and experienced instructors of translation with new digital skills session, cybersecurity workshop and innovative digital skills training

Mathematics education · Medical education · Pedagogy · Perception · Professional development · Medicine · Psychology · Second Language Learning and Teaching

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