الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 97
(5) Abubakir, H & Alshaboul, Y. (2023). Unravelling EFL teachers' mastery of TPACK:
Technological pedagogical and content knowledge in writing classes. Heliyon, 9, 6.
https://doi.org/10.1016/j.heliyon.2023.e17348.
Integrating technology into English writing instruction has become integral to improving students'
writing skills. However, there is a dearth of research addressing teachers' Technological
Pedagogical and Content Knowledge (TPACK) in writing classes. Hence, this study explored
preparatory English as a Foreign Language (EFL) teachers' mastery of TPACK in writing classes
in Qatar. Using a descriptive approach, one hundred eighty-two in-service teachers responded to a
self-reported TPACK survey. According to the findings, teachers' knowledge across all TPACK
constructs was high. While teachers' content knowledge was the highest among the four domains,
teachers' TPACK was the lowest. Significantly, male teachers showed a greater level of
technological knowledge than female teachers. In addition, results show that teachers with 1 to 5
years of experience scored at the highest level of technological knowledge, and teachers who
received professional development outperformed their peers in TPACK. The study findings provide
insights to educators and policymakers concerned about teachers' education and professional
development; teachers must be equipped with the required technological literacy skills to enhance
students' writing in the digital age.
(6) Abu-Tineh, A.M.; Romanowski, M.H.; Chaaban, Y.; Alkhatib, H.; Ghamrawi, N.;
Alshaboul, Y.M. (2023). Career Advancement, Job Satisfaction, Career Retention, and Other
Related Dimensions for Sustainability: A Perception Study of Qatari Public School Teachers.
Sustainability, 15, 4370. https://doi.org/10.3390/su15054370
ﻋﺒﺪ ﷲ أﺑﻮ ﺗﯿﻨﮫ.د.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ ا
(7) Huda Alenezi, Fathi M. Ihmeideh & Yousef Alshaboul (2022): Kindergarten teachers’
challenges in teaching English as a foreign language to children, International Journal of Early
Years Education, DOI: 10.1080/09669760.2022.2137782
Teaching English as a foreign language in early years has become prevalent in response to
contemporary trends of English as a global language. However, early childhood teachers may face
challenges that would prevent children from achieving success in learning English in different
educational contexts. This study explored the challenges that kindergarten teachers face when
teaching English as a foreign language at kindergarten schools in Kuwait. There is high demand
for teaching English as a second language in most countries in the world at early stages, and
stakeholders could take responsibility for overcoming these challenges that are related to many
aspects of this field. The researchers interviewed 16 kindergarten teachers and then conducted
classroom observations. Lack of teacher preparation and training, English curriculum deficiencies,
and teachers’ English proficiency level emerged as key challenges faced by kindergarten teachers.
Other localized challenges were also identified. This paper concludes by highlighting several
implications for decision makers to further enhance teaching English as a foreign language in
kindergarten schools.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
