Tesis

The impacts of online teacher professional development on efl teachers’ pedagogical knowledge / Astri Mardilla Ramli

Abstrak
In recent years online teacher professional development (OTPD) has emerged as one of the opportunities to support English as a foreign language (EFL) teachers rsquo need for continuous professional development. In Indonesia OTPD is available from government initiatives as well as local and international organizations. Previous research in OTPD has exposed the necessary features that an impactful OTPD should have. As OTPD connects with integrating technology in learning research has also discovered the effect of OTPD in improving teachers rsquo knowledge based on the technological pedagogical content knowledge (TPACK) framework. Meanwhile the exploration that focuses on teachers rsquo pedagogical knowledge especially from the standpoint of EFL teachers is unexplored. Therefore the present study explores EFL teachers rsquo experiences in OTPD. Then it discovers how EFL teachers perceived the impacts of OTPD on their pedagogical knowledge based on the framework proposed by Dadvand and Behzadpoor (2020). It also investigates the challenges that they face in developing their pedagogical knowledge from OTPD. Three research questions were formed to guide the present study such as (1) What are EFL teachers rsquo experiences in OTPD to develop their pedagogical knowledge (2) What are the perceived impacts of OTPD on developing EFL teachers rsquo pedagogical knowledge (3) What challenges do EFL teachers encounter in OTPD to develop their pedagogical knowledge To obtain the data the present study used a mixed method with an explanatory sequential design. The participants of this study were EFL teachers in Maluku. Convenience sampling was used to select survey respondents who were available and willing to participate in the research. They were chosen based on criteria such as former or current participants of OTPD EFL teachers in Maluku EFL teachers with a degree in English language teaching English literature or English linguistics. Afterwards I interviewed the representatives of survey respondents using maximum variation sampling. For the instrument I used a questionnaire which consisted of thirty-five items and ten guided questions for the semi-structured interview. The instruments have been validated by experts and have gone through a pilot study to ensure their validity and reliability. In collecting the data I created and delivered the questionnaire with a Google Form. Then I conducted the interview through phone calls. I also had document analysis to confirm several information related to EFL teachers rsquo participation in the OTPD. In data analysis I used descriptive analysis to examine the quantitative data and I used thematic analysis as recurring codes in the qualitative data were analyzed to generate themes relevant to the research questions. Concerning EFL teachers rsquo experiences in OTPD the findings demonstrate that the PPG program video conference software webinar activity and topic on knowledge of teaching accounted for the highest percentage. At least once a month the vast majority of EFL teachers indulged in OTPD. Yet in spite of those exposures the data suggest that EFL teachers need to broaden their involvement in OTPD programs from other organizations besides RELO Jakarta and TEFLIN such as AsiaTEFL iTELL etc. They also need to participate more in OTPD topic such as knowledge of democracy diversity and equity. Furthermore the perceived impacts of OTPD transpire in every facet of EFL teachers pedagogical knowledge. The most noteworthy impacts are on knowledge of subject-matter knowledge in the subtopic knowledge of vocabulary in English and in the knowledge of teaching in the subtopic reflective teaching. However the perceived impact on knowledge of democracy diversity and equity in the subtopic addressing discrimination through language teaching is the lowest effect that the EFL teachers felt. However the effects of OTPD for EFL teachers pedagogical knowledge are limited by several challenges such as an inadequate period to practice the new knowledge during OTPD a lack of opportunity to develop a strong community of practice a struggle in discovering appropriate OTPD a severe internet connection problem and difficulty utilizing the technology. The first three challenges happened due to the absence of several principles in conducting effective OTPD. Meanwhile constraints with internet connection and technological use are constant difficulties for EFL teachers in Namlea District Buru Regency and Nirunmas District Tanimbar Islands Regency. These results deliver important insights into the OTPD experiences of EFL teachers the particular impacts of OTPD on their pedagogical knowledge development and the challenges that they experienced. Despite its contributions this study was limited to EFL teachers in Maluku. Hence future research can be conducted in other provinces with EFL teachers who have different experiences in OTPD. Besides this study used a mixed method with an explanatory sequential design. It only obtained the data from the survey questionnaire semi-structured interviews and document analysis. Therefore future research can employ other research methods such as narrative inquiry with direct observations or examine written journals of the research participants to capture how OTPD impacts their pedagogical knowledge in a more detailed approach.

Informasi Detail

DDC

Rt 420.71 RAM i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xviii, 110 lembar : ilus. ; 30 cm.

Bahasa

Indonesia

No Reg

00798/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - PEMBELAJARAN
2. PROFESIONALISME GURU ONLINE
3. ENGLISH - LEARNING

Pembimbing

1. Dra. Nunung Suryati, M.ed., Ph.d; 2. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas