scholarly journals ENHANCING EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) COMPETENCE THROUGH REFLECTIVE PRACTICE

2021 ◽  
Vol 32 (1) ◽  
pp. 117
Author(s):  
Yunica Rhosiana Sari ◽  
Nur Arifah Drajati ◽  
Hyo-Jeong So ◽  
Sumardi Sumardi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Reflective Practice ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Reflective Practices ◽  
Pedagogical Content ◽  
Reflective Journals ◽  
Professional Development Workshop ◽  
Efl Teachers ◽  
Virtuous Cycle

This study examines how reflective practices can be an effective strategy in enhancing in-service teachers’ Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development workshop. Data collected from their reflective journals and interviews were analyzed using thematic analysis. Findings from the interviews and teacher’s reflective journal revealed three reflective practices: reflection in, on, and for action. Reflective practices helped the teachers to describe and articulate their own experiences in teaching, learn from enacted experiences in the classroom, and apply learned practices in subsequent teaching. This virtuous cycle indicates that reflective practice is an essential mechanism for EFL teachers to become proficient in integrating technology in their teaching practices.

Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK)

2021 ◽  
Author(s):  
Rana Najjari ◽  
Gholam reza Abbasian ◽  
Massood Yazdanimoghaddam
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Learning By Doing ◽  
Future Research ◽  
Computer Assisted ◽  
Positive Contribution ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
The Impact

Abstract This research aimed to study the impact of “Technological Pedagogical Content Knowledge” (TPACK) workshops on Iranian EFL teachers’ and their TPACK progress after implementation of workshops. TPACK workshops were implemented by using TPACK framework (Koehler & Mishra, 2006) and “learning by doing” method (Hegelheimer & Chapelle, 2004) to investigate in what manner English teachers expand TPACK skills and use it in instruction. 15 EFL teachers who attended this qausi-experimental research design were the participants of this study who attempted two separate TPACK literacy, implementation and perceptions questionnaires. Findings resulted in positive contribution to the target teachers after TPACK workshop implementation. Moreover, it was observed that participants’ perceptions towards TPACK literacy developed in the light of TPACK workshops. Thereby, the study develops a new perspective and provides empirical evidence in the investigation of integrating technology and knowledge in teaching English and Computer-Assisted Language Learning (CALL) in Iran. Also, the theoretical and pedagogical recommendations for future research and practice are provided.

scholarly journals Pelatihan TPACK (Technological, Pedagogical, Content Knowledge) Bagi Guru Bahasa Inggris di Kabupaten Karawang Jawa Barat

2021 ◽  
Vol 4 (1) ◽  
pp. 34
Author(s):  
Muhammad Reza Pahlevi ◽  
Iwan Ridwan ◽  
Acep Bahrum Kamil
Keyword(s):  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Reflective Practice ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content

Isu penggunaan teknologi dalam bidang pendidikan khususnya pengajaran tidak dapat dihindari apalagi dalam masa Pandemi Covid-19 dimana pembelajaran dilaksanakan secara daring. Bagaimanapun pembelajaran daring masih dipahami dan dilaksanakan dengan menekankan penggunaan platform tanpa diintegrasikan sisi pedagogi dan materi ajarnya. Sehingga kegiatan pembelajaran daring belum melibatkan siswa secara aktif dalam pembelajaran daring yang berisi teknologi, pedagogi serta materi ajar (TPACK). Oleh karena itu, pengabdian kepada masyarakat ini bertujuan untuk membantu guru-guru bahasa Inggris dalam mengintegrasikan penggunaan teknologi, pedagogi serta materi ajarnya. Partisapan pengabdian ini adalah guru bahasa Inggris di Karawang. Pelaksaaan pelatihan ini dilakukan dengan memberikan pelatihan terkait integrasi TPACK yang terdiri dari 3 materi yaitu integrasi TPACK dalam lesson plan, TELL in language learning & teaching, dan reflective practice and exploratory practice within Tesol teachers. Setelah mengikuti pelatihan para guru bahasa Inggris dapat membuat RPP dengan integrasi TPACK, mampu mempraktikan TPACK dalam pembelajaran serta melakukan refleksi setelah pembelajaran. Dapat disimpulkan bahwa pelatihan TPACK membantu guru mengintegrasikan baik penggunaan teknologi, pengajaran serta materi ajar dalam pembelajaran.

The Technological Pedagogical Content Knowledge of EFL Teachers (EFL TPACK)

2019 ◽  
pp. 922-934
Author(s):  
Mehrak Rahimi ◽  
Shakiba Pourshahbaz
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
Technological Pedagogical Content Knowledge ◽  
Ict Integration ◽  
Pedagogical Content ◽  
Whole Process ◽  
Efl Teachers ◽  
Empowering Teachers ◽  
Complex Knowledge

Teaching is known to be one of the most stressful occupations ever since teachers are believed to suffer from different social and political discriminations leading many of them to feel frustrated. In the 21st century, the force of technological empowerment and ICT integration in schools has multiplied the stressful nature of the profession for teachers. To make the whole process of education more successful and to protect the wellbeing of teachers, empowering teachers to handle their job appropriately is a very crucial issue. TPACK (technological pedagogical content knowledge) is the knowledge of most value in today's world, and understanding this complex knowledge is the very first step on the path of successful ICT integration into the process of teaching. With that being said, this chapter aims at investigating the concept of TPACK in terms of education in general and language teaching in particular.

scholarly journals Are You Ready to Use Technology in EFL Teaching? Examining Psychometric Properties of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Scale

2016 ◽  
Vol 4 (1) ◽  
pp. 97
Author(s):  
Liwei Hsu
Keyword(s):  
Factor Analysis ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Shared Variance

<p>It has been confirmed that technology can be beneficial for students’ academic performance, including in the field of computer-assisted language learning (CALL). The successful administration of CALL depends greatly on the teachers’ knowledge about technology, pedagogy and content. The aim of this study is to explore the psychometric property of measure of EFL teachers’ technological, Pedagogical and content knowledge (TPACK). One hundred and fifty-eight EFL teachers were invited to join this study through stratified randomization sampling technique. The research instrument was the TPACK-EFL and the exploratory factor analysis (EFA) with extraction method of Maximum Likelihood and the rotation method of Promax with Kaiser Normalization, was performed to extracted factors with factor loading above .50. Seven constructs (Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge) were retrieved. Afterwards, the Confirmatory Factor Analysis (CFA) was undertaken to examine the convergent and discriminant validity of selected factors. Convergent validity was checked with Composite Reliability (CR), Average Variance Extracted (AVE), Maximum Shared Variance (MSV), and Average Shared Variance (ASV). Suggested value for CR and AVE was .6 and .5 respectively while MSV as well as ASV should be lower than AVE. Results showed that constructs of this study all met the requirement which indicated that the items had convergent validity. In terms of discriminant validity, square root of AVE was greater than inter-construct correlations which asserted the discriminant validity of this instrument. Subsequently, alternate model analysis was conducted to yield the model which fitted the best as indicated by the model fit indices and research context.</p>

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