Title : INDONESIAN EFL TEACHERS’ APPLICATION OF TPACK
IN IN- SERVICE EDUCATION TEACHING PRACTICES Writer and
Institution : Bambang Yudi Cahyono,
Oktafina Dewi Kurnianti and Ira Mutiaraningrum , Universitas Negeri Malang,
Indonesia
Publisher : European Centre for
Research Training and Development UK
(www.eajournals.org) 16 ISSN
2055-0820(Print),
ISSN 2055-0839(Online)
TPACK framework,
technology integration is considered as a complex multidimensional process
requiring understanding of the reciprocal dynamic relationships between three
knowledge bases: pedagogy, content, and technology. According to Mishra and
Koehler (2006), there are seven constructs in the TPACK framework. They are: Content
knowledge (CK), which is known as knowledge of subject matter, Technology
knowledge (TK), which is known as knowledge of various technologies, Pedagogical
knowledge (PK), which is known as knowledge of the processes or methods of
teaching, Technological content knowledge (TCK), which refers to knowledge of
subject matter, presented by using technology, International Journal of English
Language, Teaching Technological pedagogical knowledge (TPK), which refers to
knowledge of the use of technology to implement different teaching methods, Pedagogical
content knowledge (PCK), which refers to knowledge of teaching methods for
different types of subject matter, and Technological pedagogical content
knowledge (TPACK), which is understood as as knowledge of the use of technology
to implement teaching methods for different types of subject matter. Knowing
those constructs, TPACK is one of the framework that meets 21st
century aspect applied in ELT.
This study deeply investigates how TPACK-oriented teaching practice course
benefits Indonesian EFL teachers in improving the quality of their EFL
instructional designs and teaching practices. 20 secondary school teachers from various areas in the province of East
Java that taking the Teaching Practice
course as part of their education for a master’s degree in ELT at Universitas
Negeri Malang, one of the leading universities in Indonesia are the participant
involved . The teachers finished
16-session course in which they were introduced to TPACK framework and were ordered
to create instructional designs based on TPACK framework. Furthermore, they were asked to conduct peer
teachers by using the TPACK-oriented instructional designs. They were also given a questionnaire asking
the benefits of the TPACK-oriented teaching practice course in enhancing the
quality of their EFL instructional designs and their EFL teaching practices.
The result of the study indicated that TPACK-oriented
teaching practice course contributed to give huge benefits to the teacher.
Ultimately, the teachers have successfully equipped instructional designs and
applied the teaching practices by applying TPACK framework.
If this study issue is implemented in Indonesian
English pedagogy, the circle of English language teaching and learning in
Indonesia will be extensive and full of advancement although TPACK framework
has not been implemented massively in the practical scope. The government will
firstly prepared the teachers to have knowledge and experience regarding with the
implementation of TPACK model for teaching English by conducting seminar and
workshop to the teachers. If both government and schools can cooperate
seriously to overcome this phenomenon, Indonesian education can be easily and quickly enhanced with
integrating ICT within its every single aspect.
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