Abstract
The selection of a previous framework or model as a basis for measuring the degree of teachers' knowledge in teaching has been carried out by some studies in different places to improve teacher preparation programs and, thus, to improve educational outcomes. This descriptive study aimed at exploring the degree of EFL teaching knowledge for Saudi teachers in Madinah city, according to the TPACK framework. Hundred and ninety-one male and female EFL schoolteachers participated in the study. A questionnaire was hired to collect the data. The findings of the study showed that the degree of teaching knowledge for Saudi EFL teachers in Madinah city, in general, was high, according to the TPACK framework. The results also indicated a significant difference among EFL teachers in the degree of teaching knowledge attributable to their gender in favor of female teachers, and to their stage in favor of secondary stage. Finally, the study presented many recommendations based on its results to elevate EFL teachers' knowledge in teaching.
Highlights
Almost all educational systems focus on the fact that the teacher is the cornerstone of the educational process
The following sub-questions arise from the main questions: 1. What is the degree of content knowledge (CK) of Saudi English as a Foreign Language (EFL) teachers in Madinah city?
The EFL teachers' mean responses to the whole dimension of content knowledge were (M = 3.45, SD = .50595). These results showed that the degree of content knowledge (CK) of Saudi EFL teachers in Madinah city is high
Summary
Almost all educational systems focus on the fact that the teacher is the cornerstone of the educational process. Because of the enormous cognitive explosion, the increased application of information, and communication systems in education, there is an instant need for an advanced teacher to keep pace with the spirit of the times to meet the needs of learners, takes into account the orientations and aspirations of society towards progress and advancement. Superior outputs of learners are the most powerful tools for the development of the entire society. These training programs aim to establish the principle of sustainable professional development: continuous education and lifelong learning and rely on self-learning methods, and enable the teacher to use the skills of using information sources and search for all new and developed, and develop competencies and skills of evaluation of all kinds, especially the self-evaluation skills of the teacher
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