The Effectiveness Of A Professional Learning Community Based On TPACK Model In Developing Pedagogical Knowledge And Teaching Performance Of English Teachers For Early Grades In Qassim

Abstract

This study aimed to identify the effectiveness of a professional learning community based on TPACK model in developing both pedagogical knowledge and teaching performance of English teachers for early grades in the Qassim region. It used the descriptive analytical method and the quasi-experimental method. It was conducted on a sample of (40) English teachers for early grades, distributed into two groups: experimental and control. The study tools consisted of a training program based on a professional learning community through TPACK model, a test of pedagogical knowledge of English teachers for early grades, and a teaching performance classroom observation checklist for English teachers for early grades. There were statistically significant differences at (0.05) level between the mean scores of the experimental and control groups in the pedagogical knowledge post-test in favor of the experimental group. The pedagogical knowledge pre-posttest is in favor of the post-test, and statistically significant differences appeared at (0.05) level between the mean scores of the experimental and control groups of the teaching performance classroom observation post-checklist in favor of the experimental group. There were statistically significant differences at (0.05) level between the mean scores of the experimental group of the teaching performance observation pre-post checklist in favor of the post-checklist.