Multimodal Pedagogical Content Knowledge (M-PCK): An Empirical Framework for 21st-Century Teacher Effectiveness

کد مقاله : 1059-ELTCONF7. (R1)

نویسندگان

سعید خیری *

چکیده مقاله

Abstract Traditional Pedagogical Content Knowledge (PCK) frameworks do not fully address the multimodal and technology-enhanced demands of contemporary classrooms, particularly in English Language Teaching (ELT), where learners rely on multiple channels of communication. This study introduces Multimodal Pedagogical Content Knowledge (M-PCK), a framework integrating visual, auditory, kinesthetic, and digital strategies to enhance teacher effectiveness. Employing a mixed-methods sequential explanatory design, data were collected from two hundred pre-service and in-service teachers through surveys, semi-structured interviews, and focus groups. Quantitative findings revealed that teachers with high M-PCK literacy demonstrated significantly greater instructional engagement, adaptability, and inclusivity, with multimodal PCK showing a strong positive correlation with perceived teaching effectiveness and accounting for over one-third of its variance. Qualitative analysis identified three core domains structuring the M-PCK framework: Content-Modal Knowledge, Instructional Design Competence, and Assessment and Reflective Skills. These findings underscore that M-PCK enables teachers to design inclusive, adaptive, and reflective learning environments. The study offers a validated empirical model that can inform teacher education, professional development, and curriculum innovation to meet the multimodal demands of twenty-first-century pedagogy.

کلیدواژه ها

Multimodal Pedagogical Content Knowledge, Teacher Effectiveness, Inclusive Education, Instructional Design

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