Changes

# '''Technological Pedagogical Content Knowledge (TPCK) Framework''' (Mishra & Koehler, 2006): The TPCK framework proposes that effective teaching requires the integration of three core components: content knowledge, pedagogical knowledge, and technological knowledge. Within this framework, educators can categorize teacher beliefs based on their perceptions and understanding of each component, as well as the intersections between them. For example, exploring teacher beliefs about the use of technology in subject-specific contexts (Technological Content Knowledge) or the pedagogical strategies for effectively integrating technology into teaching (Technological Pedagogical Knowledge).

# '''Technological Pedagogical Content Knowledge (TPCK) Framework''' (Mishra & Koehler, 2006): The TPCK framework proposes that effective teaching requires the integration of three core components: content knowledge, pedagogical knowledge, and technological knowledge. Within this framework, educators can categorize teacher beliefs based on their perceptions and understanding of each component, as well as the intersections between them. For example, exploring teacher beliefs about the use of technology in subject-specific contexts (Technological Content Knowledge) or the pedagogical strategies for effectively integrating technology into teaching (Technological Pedagogical Knowledge).

# '''Beliefs about Language Learning (BALL) Framework''' (Barcelos, 2003): The BALL framework focuses specifically on teacher beliefs related to language learning and teaching. It categorizes beliefs based on various aspects, such as the role of the teacher, the role of the learner, the nature of language learning, and the importance of culture and context. Educators could explore how teacher beliefs about language learning influence their instructional approaches, curriculum design, and assessment strategies in language classrooms.

# '''Beliefs about Language Learning (BALL) Framework''' (Barcelos, 2003): The BALL framework focuses specifically on teacher beliefs related to language learning and teaching. It categorizes beliefs based on various aspects, such as the role of the teacher, the role of the learner, the nature of language learning, and the importance of culture and context. Educators could explore how teacher beliefs about language learning influence their instructional approaches, curriculum design, and assessment strategies in language classrooms.