Disertasi

The efl pre-service teachers experiences in designing a tpack framework teaching and learning / Syamdianita

Abstrak
The fact that teaching and learning are considered dynamic processes is well recognized. Technological Pedagogical Content Knowledge (TPACK) is one of the dynamic construction frameworks that explains the teachers rsquo knowledge to develop and execute curricula and education as they direct their students thinking and learning through digital technology in their unique areas of content. A lot of research has been conducted to find ways for adopting the TPACK framework. Unfortunately there is limited research investigating the types of technology used how they are implemented and the problems pre-service teachers experience. This research explores the pre-service teachers rsquo experiences in designing teaching and learning processes based on the TPACK Framework along with the process of their underlying principles on the decision to select the framework for teaching in the classroom. Four research questions were drafted to find out (1) the levels of pre-service teachers rsquo self-efficacy when they were using TPACK framework (2) how the pre-service teachers design their teaching and learning based on the TPACK framework (3) the challenges that the pre-service teachers experienced in implementing the TPACK framework in the teaching and learning process and (4) their actions to overcome the challenges. Twenty three out of seventy six students enrolled in the Microteaching course participated in the questionnaire tried out. Six EFL pre-service teachers out of 53 participants were selected in this research from the representation of three levels of perceived TPACK framework (i.e. low medium and high) completed and engaged in a Microteaching class and participated in individual semi-structured interviews. The results of the questionnaire analysis show that the participants of this study had moderately high self-efficacy in their TPACK. Through the interviews it was found that the pre-service teachers created the lesson plans based on the pedagogy content and technologies used as well as the target audiences. Pedagogical knowledge and technological pedagogical knowledge are the most frequently mentioned areas of concern by pre-service teachers. Furthermore when they discovered the challenges of pedagogical knowledge problems due to a lack of knowledge on teaching EFL approaches methods and activities they asked their lecturers and the lecturers then repurposed the objectives of designing a TPACK framework teaching and learning. A policy on the necessity of graded technological courses training for lecturers as well as for the pre-service teachers especially the ones who teach technological courses to develop their technological knowledge especially to prepare them to the content-centric pedagogy and the possibility to adapt or adopt TPACK framework in other content classes are some implications resulting from this current research findings

Informasi Detail

DDC

Rd 420.76 SYA e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2023.

Deskripsi Fisik

xvii, 139 lembar : ilus. ; 30 cm

Bahasa

No Reg

00187/RD/23

Edisi

Desertasi (Pasca sarjana) - Universitas Negeri Malang 2023

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN
2. ENGLISH - LEARNING MODEL

Pembimbing

1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.;2. Prof. Dr. Hj. Nur Mukminatien, M.pd;3. Dr. Mirjam Anugerahwati, M.a.

Lampiran Berkas