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.

scholarly journals Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Feng Deng ◽  
Ching Sing Chai ◽  
Hyo-Jeong So ◽  
Yangyi Qian ◽  
Lingling Chen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Epistemological Beliefs ◽  
Discriminant Validity ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Convergent And Discriminant Validity ◽  
Survey Measure

While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers’ epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

scholarly journals Advancing teacher technology education using open-ended learning environments as research and training platforms

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Eric G Poitras ◽  
Tenzin Doleck ◽  
Lingyun Huang ◽  
Shan Li ◽  
Susanne P Lajoie
Keyword(s):  
Pedagogical Content Knowledge ◽  
Technology Education ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Design Guidelines ◽  
Primary Concern ◽  
Pedagogical Content ◽  
First Case ◽  
Teacher Technology

A primary concern of teacher technology education is for pre-service teachers to develop a sophisticated mental model of the affordances of technology that facilitates both teaching and learning with technology. One of the main obstacles to developing the requisite technological pedagogical content knowledge is the inherent challenge faced by teachers in monitoring and controlling certain aspects of their own learning while navigating the web and designing a lesson plan. This paper reviews preliminary findings obtained in our research with nBrowser, an intelligent web browser designed to support pre-service teachers’ self-regulated learning and acquisition of technological pedagogical content knowledge. Case examples of data mining techniques are presented that allow the discovery of knowledge regarding pre-service teachers’ information-seeking and acquisition behaviours and how to support them. The first case illustrates the use of simulated learner experiments, while the second involves the creation of a model to detect learner behaviours. We discuss the implications in terms of design guidelines recommendations for nBrowser as well as the broader impacts for future research on technological pedagogical content knowledge research and development.

scholarly journals Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

2016 ◽  
Vol 9 (5) ◽  
pp. 18 ◽  
Author(s):  
Ceylan Yangin Ersanli
Keyword(s):  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technology Use ◽  
English Language ◽  
Technological Pedagogical Content Knowledge ◽  
Language Teachers ◽  
Pedagogical Content ◽  
English Language Teachers ◽  
Journal Entries

<p class="apa">Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The participants are 59 pre-service English language teachers enrolled in an ELT Methodology Course at a state university. The data is gathered through the TPACK Scale developed by Solak and Çakir (2014) and journal entries of pre-service English language teachers before and after the procedure. The results indicate a statistically significant improvement in TPACK scores of both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English language teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.</p>

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.

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