EFL Pre-service vs. In-service Teachers' Perception of TPACK and Promoting its Development in EFL Instruction (original) (raw)
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Australian Journal of Teacher Education, 2022
Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. This mixed-methods study explored the efficacy of integrating four domains of the TPACK framework in an EFL course on the perception and knowledge of (30) pre-service teachers in an Egyptian university. The study also investigated the effect of the TPACK-based course on participants' lesson plans and teaching practices. Data collection instruments included a test, a questionnaire, observation checklists, lesson plans, and semistructured interviews. Quantitative analysis showed that pre-service teachers' knowledge and perception of PCK, TCK, TPK, and TPCK have significantly improved after the course. Qualitative analysis of participants' lesson plans, observation, and interviews revealed that participants moderately integrated technologies in their instruction and PCK was the most dominant in their teaching. The study provided implications for implementing TPACK in teachers' education programs.
2019
Despite the fact that plenteous studies on educational technology and strategic domain have been conducted, various studies indicated that EFL teachers do not explore the full potential of information and communication technology (ICT) in their classroom. It requires EFL teachers’ consideration to be able to intensify their knowledge, which emphasizes the understanding on how technology development nowadays may encourage the improvements of language learning, and it may change the professional teachers’ roles and practices. In order to help EFL teachers integrate modern technology into their EFL classroom, EFL teachers need to understand better the fundamental elements that may foster technology integration. Technological Pedagogical Content Knowledge (TPACK) is a framework for understanding the varied forms of knowledge necessitated by EFL teachers to integrate ICT in their teaching. This study aimed to investigate how EFL teachers’ perceptions of competences in their TPACK develop...
The effect of in-service TPACK training on developing technology integration skills of EFL teachers
The effect of in-service TPACK training on developing technology integration skills of EFL teachers, 2024
TPACK has provided researchers with a framework for effective technology integration. Previous studies have mostly explored TPACK in pre-service teacher education but to date no known empirical research examined the role of TPACK in a professional development program on English language teaching. This study aims to fill this gap by exploring the impact a TPACK in-service training program on developing technology integration skills of English language teachers. Twenty teachers participated in this quasi-experimental research and data collected from multiple sources including surveys, interviews, lesson plans and in-class observations. Findings indicated the positive impact of TPACK in-service training program on developing the technology integration skills of English language teachers from the aspects of web tool selection, frequency of technology use in their instruction and increased motivation for using technology. The research enriches the TPACK literature by uncovering the role of contextual knowledge in technology integration. It provides pedagogical implications in designing professional development programs and integrating technology into English language instruction
Unraveling In-service EFL Teachers’ Technological Pedagogical Content Knowledge
The success of technology integration lies in teachers as designers of technology, pedagogy, and content. Their creativity in this regard involves technological pedagogical content knowledge (TPCK). In light of limited studies on EFL teachers’ TPCK, this study examined the TPCK of three junior high EFL teachers attending a 12-week CALL workshop in Taiwan through lesson plan analysis and stimulated recall. Results show that these teachers demonstrated a common, though somewhat different, understanding of technology integration in EFL teaching contexts. Specifically, they demonstrated a common knowledge of prioritizing grammar teaching through computer technology and a common preference for incorporating PowerPoint, Hot Potatoes, weblog, and the Internet into language teaching. Their use of technology in teaching further suggests a common understanding that technologies could be integrated into traditional teaching sequence and instructional strategies. These findings help build an understanding of EFL teachers’ application of computer technologies to their teaching contexts.
JELLT (Journal of English Language and Language Teaching)
Before the COVID-19 Pandemic, teaching activities were usually done directly at school, now it had to be done virtually. It also impacts teachers and students, who must use technology during learning activities to get maximum results. Likewise, pre-service teachers who carry out teaching activities in Thailand must choose the appropriate technology for them as a learning medium. Therefore, this study explores how EFL pre-service teachers integrate technology for online learning activities and their views on students when integrating technology during teaching-learning activities. The qualitative case study was used in this research, using observation, interviews, and document analysis as the instrument to collect data. Two students in the 5th semester from the English department participated in an internship held from June to March 2021. The results are participants have recognized and used various kinds of technology that are usually used in learning activities. The use of videos, ...
World Journal of English Language
This study aims at delving into the effect of applying TbI (Technology based Instruction) lesson plan to pre-service teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPACK) self-efficacy in a microteaching course. TbI lesson plan was developed following Niess’s technology integration framework. The experimental research with pre-post measurements design was conducted in an English Department in a public university in West Nusa Tenggara, Indonesia. The data-gathering process was done by administering the TPACK self-efficacy questionnaire and conducting a semi-structured interview. The participants were 23 PSTs who joined a microteaching course where the researcher became the teacher. The quantitative data were analyzed statistically through SPSS 24 version and supported by the PSTs responses which were thematically analyzed. The results showed that the treatment affected positively to PSTs' self-efficacy which was later recommended to inhibit technological knowledge ...
Pre-Service Efl Teachers' Experience in Integrating Tpack During Teaching Practice Program
UC Journal: ELT, Linguistics and Literature Journal
This study explains the experience of Pre-service EFL teachers in integrating TPACK during teaching practice programs. This case study was to investigate twelve Pre-service EFL teachers in English education at the Universitas Islam Majapahit who has carried out a teaching practice program and applied technology. Data collected from their interviews, lesson plans, and teaching videos were analyzed using thematic analysis. The finding indicates that (1) Pre-service EFL teachers familiar with TPACK from its various classifications for teaching English; (2) Pre-service EFL teachers integrated TPACK for learning activities and doing assessment; (3) the contribution of TPACK for Pre-service EFL teachers during the teaching process has a positive impact on students and makes it easier Pre-service EFL teachers in administrative management.
Exploring Students’ Perceptions of EFL Teachers’ TPACK Knowledge in Online Classroom Environment
AL-ISHLAH: Jurnal Pendidikan
Many studies have investigated students’ perceptions of experiencing technology-based English as Foreign Language (EFL) learning, particularly as a result of the Covid-19 Pandemic period. Only a few studies have considered the students’ perceptions of the teachers’ knowledge of integrating technology into the teaching and learning process. Thus, this study explored how students perceived their teacher’s knowledge of technology integration in teaching, especially in the case of technology pedagogy and content knowledge (TPACK) in the online classroom. A case study was applied in this study with five participants selected purposively. This study was mainly guided by six survey items validated by Chuang et al. (2018) about assessing teachers’ TPACK from the students’ perspectives. These six items were used as the guiding questions during the semi-structured interview. Further, this study also gathered data from the students’ responses or written reflections after class. Data were then ...
Efficacy of In-service Education and Training (INSET) Courses in Improving EFL Teachers’ Technological Pedagogical and Content Knowledge (TPACK), 2020
Teachers' knowledge base refers to what teachers should know and be able to implement in their classes. This study investigated to what extent in-service education and training (INSET) courses were influential in developing teachers' knowledge base. From different models, the researchers selected Mishra and Koehler's (2006) technological pedagogical and content knowledge (TPACK) model that assumes an interrelationship between the components of teachers' knowledge base. Thus, an exploratory sequential mixed methods study was designed in three phases. In the first phase, the questionnaire of English Language Teacher's Knowledge Base (ELTKB) was developed and validated with 335 randomly selected EFL teachers from Guilan province. In the second phase, the quantitative follow-up phase, twenty-nine 11 th grade EFL teachers' knowledge base improvement was examined after attending online INSET classes. The results of the paired sample t-tests revealed statistically significant differences between the participants' knowledge base components before and after the courses. In the third phase, semi-structured interviews explored the participants' viewpoints concerning the content of the INSET courses. The teachers' perceptions declared in interview sessions were not in complete conformity with the results obtained from the second phase of the study. The teachers had some complaints about the content of the courses and provided some suggestions. The findings of this study can benefit teacher educators, policymakers, INSET programmers, and English teachers. Also, the ELTKB can be employed by researchers as a valid tool for measuring TPACK that is an essential concept for explaining the relationship between teachers' content, pedagogy, and technology-related knowledge.
2019
Technological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of literature on TPACK among teachers engaged in different areas of education. However, few studies have addressed the assessment of TPACK through students' perspectives in EFL settings. To address this gap, the purpose of this study was set to assess Iranian EFL students' perspectives regarding their teachers' TPACK. A total of 148 Iranian EFL students participated in this survey study. The data were collected through administering a previously validated TPACK questionnaire to the participants of the study. The findings obtained from the survey indicated that most EFL students perceived that their EFL teachers excelled in four components of TPACK such as technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), but the teachers were perceived to be relatively less proficient in the other three components of the scale such as technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK. The results suggest that Iranian EFL teachers may require further training in these latter elements of the TPACK to gain the required proficiency to integrate technology more effectively into their language classrooms.