Disertasi

The impact of online teacher professional development action learning on the teaching process in view of tpack / Lusia Eni Puspandari

Abstrak
This study was conducted to find out the impacts of Online Teacher Professional Development (henceforth OTPD) in the form of Action Learning on the teaching process in view of TPACK. The research questions were formulated as follows (1) How do English Teachers of Vocational Higher Education perceive their technological experiences to be implemented in their teaching (2) Does the TPACK competence support teachers in integrating technology in their teaching and learning activities (3) To what extent does the OTPD Action Learning influence the teachers rsquo teaching-learning process Action Learning cycle was used to investigate the process of technology integration in the form of an online workshop for professional development. There were 45 participants of English Teachers from many Polytechnics in Indonesia. To answer the questions this study used three questionnaires and three interviews to recognize the TPACK competencies of the teachers in implementing technology integration during online class meetings. To collect the required data for this study the three questionnaires and interviews were organized in every OTPD Workshop which was held three times a month (Feb 23 March 5 and March 16). Some research instruments were devised namely pre-workshop questionnaires the pre-workshop interview the TPACK questionnaire the on-workshop interview the TPACK implementation questionnaire and the post-workshop questionnaire. The research findings were obtained from three questionnaires from three OTPD Workshop meetings and combined with three interviews with six selected participants categorized by generation and geographical area. First the results of the Pre Workshop questionnaire and interview revealed that the technology experiences and age of the participants showed differences in social media choices and communication systems with the students. Second the TPACK of the participants was good (3 27). Third it was found that implementing TPACK has influenced teachers teaching-learning process. Hence it can be said that the participants have implemented their TPACK in their teaching-learning process. Finally the result also showed the differences in teachers rsquo generations that influence the tech tools chosen and the ways to improve their technological and pedagogical knowledge. Future researchers should observe the assessment process of technology integration in English Subjects for Vocational Higher Education. Keywords Technology integration Teacher Professional Development Action Learning Technological Pedagogical Content Knowledge

Informasi Detail

DDC

Rd 420.76 PUS i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xv, 145 lembar : ilus. ; 30 cm

Bahasa

No Reg

00063/RD/24

Edisi

Desertasi (Pasca sarjana) - Universitas Negeri Malang 2024

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. DOSEN - PENGEMBANGAN PEROFESI

Pembimbing

1. Prof. Dr. Yazid Basthomi, S.pd, M.a.;1. Nurenzia Yannuar, S.s., M.a., Ph.d;2. Evynurul Laily Zen, S.s., M.a., Ph.d

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