Tesis

Teacher leaders’ implementation of tpack in efl classrooms / Lalu Naufaldi Amri

Abstrak
This study aims to investigate the TPACK implementation of Teachers Leaders program in Indonesia and to investigate the challeges and benefits that teachers leaders percieve in using TPACK in the calssroom. The data of this study were taken from two Teacher Leaders from two Junior High schools who teach English subject in the classroom. One is from State Junior High School 1 Praya while the other is from State Junior High School 3 Praya. Teacher Leader 1 who has been teaching at SMP 1 Praya since 2022 and who is pass the process of teachers leaders recrutment has been implementing Technological Pedagogical Content Knowledge (TPACK) in the classroom. Similarly Teacher Leader 2 has been teaching at SMPN 3 Praya since 2020 and has implemented TPACK in the classroom. The first teacher leader was 32 years old while the second teacher leader was 45 years old. Both teacher leaders were female. The data were collected by using observation and interview. The data were analyzed in-depth to understand current real-life cases which can be investigated. These findings showed that educational teachers leaders use of the Technological Pedagogical Content Knowledge (TPACK) framework in the English classroom highlights their dedication to effectively incorporating technology into instructional methodologies. Teacher leaders can enhance the learning experience by effectively integrating content pedagogy and technology through detailed lesson design and skillful technology selection. Their ability for resolving technological problems and using technology to comprehend and aid students showcases a profound level of expertise in TPACK integration. Furthermore the cooperative utilization of content teaching methods and technology cultivate a vibrant educational setting that promotes student involvement and success. In general this study emphasizes the crucial significance of teacher leaders in utilizing the Technological Pedagogical Content Knowledge (TPACK) framework to enhance technology-integrated instructional methods and student academic achievements. Teacher leaders adopting the Technological Pedagogical Content Knowledge (TPACK) framework in the classroom face diverse obstacles and benefits to teaching and learning. Technology can improve learning and student results but teacher leaders face IT literacy requirements internet access challenges scheduling conflicts and the need to align duties with technology. However TPACK integration training can help overcome these challenges. Successful TPACK deployment requires careful consideration of content pedagogy and technology to ensure that technology supports instructional objectives and enriches the learning environment. Teacher leaders must also lobby for sufficient resources and facilities to integrate technology. Despite these limitations technology in education improves student engagement learning and educator improvement. Teacher leaders can use TPACK to develop innovative learning environments that prepare students for the digital age by adopting new technology skills and refining their methods. While obstacles remain TPACK integration s benefits highlight its importance in modern education and the need for teacher leaders to adapt to technological advances. This research could expand beyond its current focus on two teacher leaders. Including more subjects in the study could enhance the generalizability and validity of future research findings. Data collection is limited to observation interviews and documentation which poses a constraint. Although these methods address the issue incorporating journaling and analyzing additional teachers records could yield more comprehensive data. The study comprised sixteen meetings. Future research could adopt a longitudinal approach to capture the dynamics over time extending over one semester or longer. Adopting quantitative or mixed-methods studies might uncover more insights about the phenomenon. A survey could also effectively gather data from a larger pool of respondents. This study focused on implementing TPACK by Teacher Leaders rsquo in EFL Classrooms. Consequently future research could explore the perspectives of either students or leaders.

Informasi Detail

DDC

Rt 420.71 AMR t

Prodi

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

Deskripsi Fisik

xvi, 336 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00157/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - PEMBELAJARAN
2. TPACK - PEMBELAJARAN
3. ENGLISH - LEARNING

Pembimbing

1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.;2. Nanang Zubaidi, S.s., M.a., Ph.d

Lampiran Berkas