ASSESSING THE ENGLISH LANGUAGE TEACHERS' CONCEPTION AND PERCEIVED CLASSROOM PRACTICE OF PEDAGOGICAL CONTENT KNOWLEDGE IN PUBLIC SECONDARY SCHOOLS IN HARGIESA, SOMALILAND.

Author Name: 1. Mr. Mohamed Abdi Osman

Volume/Issue: 04/04

Country: SOMALILAND

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/10.2023-56661747/UIJIR

Affiliation:

1. Somaliland National College of Education, Hargeisa, Somaliland.

ABSTRACT

The main purpose of this study was to assess teachers’ technological pedagogical content knowledge (TPACK) and their perceived classroom practices. TPACK consists of seven subdomains: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK). English language teachers and heads of schools were selected using available sampling method. Relevant data were collected from 57 teachers and 8 head principals through a 46-item closed questionnaire with five point Likert scale and 10 items of semi-structured interview respectively. The data were analyzed, interpreted and discussed using descriptive and inferential statistics. Results indicated that English language teachers’ conception regarding their content knowledge, pedagogical knowledge and pedagogical content knowledge is above average. However, the conception and perceived practice of technological knowledge (TK), technological pedagogical knowledge and technological pedagogical content knowledge (TPACK) of English language teachers was found to be low. Based on the results and the discussion made, implications for the English language teachers and education experts at different levels were outlined and further studies were suggested.

Key words: TPACK, Conception, Perceived Practice.