درجة امتلاك معلمي اللغة العربية في دولة الكويت المعرفة التقنية البيداغوجية وفق نموذج (TPACK)  في ظل جائحة كورونا 19Covid-

Mohammed Ali  Alkhawaldeh; Ali Maddallah  Aldhafeeri

doi:10.35516/edu.v50i2 -S1.1398

Authors

Mohammed Ali Alkhawaldeh Department of Curriculum and Teaching Methods, Faculty of Education, Yarmouk University, Jordan. https://orcid.org/0000-0002-3951-3802
Ali Maddallah Aldhafeeri Ministry of Education, Kuwait https://orcid.org/0000-0002-3951-3802

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.1398

Keywords:

Pedagogical technological knowledge, (TPACK) model, Arabic teachers, Corona pandemic

Abstract

Objectives: The study aimed to investigate the degree to which Arabic teachers in Kuwait possess pedagogical technological knowledge according to the TPACK model during the Covid-19 pandemic, and to determine if there were statistically significant differences based on qualification and enrollment in educational technology training courses.

Methods: To achieve the study's objectives, the researchers developed a scale to measure the possession of pedagogical technological knowledge based on the TPACK model. The scale consisted of 27 items distributed across four domains: technical knowledge (TK), pedagogical technological knowledge (TPK), technical content knowledge (TCK), and pedagogical technological content knowledge (TPCK). The sample comprised 251 Arabic teachers from intermediate schools in Jahra Governorate.

Results: The study revealed that the degree of Arabic teachers' possession of technological pedagogical knowledge, according to the TPACK model, was moderate. Among the domains, technological knowledge (TK) ranked highest with a high degree, followed by technological content knowledge (TCK) with a moderate degree, then technical pedagogical knowledge (TPK) with a moderate degree, and finally, technological pedagogical content knowledge (TPCK) with a moderate degree. The results also indicated a statistically significant difference in teachers' possession of this knowledge based on enrollment in training courses, favoring those who had enrolled. However, no statistically significant difference was found based on qualification.

Conclusions: The study recommends incorporating TPACK model competencies into the curriculum for Arabic language teacher programs at the intermediate stage in Kuwait.

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