Article Sidebar

Download
pdf
Statistic
Read Counter : 24 Download : 23

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study intends to ascertain (1) How do pre-service English teachers conceptualize TPACK and its components, (2) What challenges do pre-service English teachers encounter in implementing TPACK during teaching practice on independent curriculum, (3) What strategies do pre-service English teachers employ to address these challenges. The research participants were students of English Education study programs from different universities who have practiced teaching English in the independent curriculum. The data for this study were collected through questionnaires and interviews. The result of this study revealed, (1) many ways to conceptualize TPACK in learning such as utilizing technology such as PowerPoint, Canva, Google Form, Quizizz, and others. And also conceptualize pedagogy knowledge to approach students such as checking student understanding through questions at the end of learning and evaluating the concept of learning content based on how well students understand and are interested in the material, (2) These challenges come from internal and external factor such as lack of time to approach students, less responsive students, participants must always innovate to create interesting learning concepts that require process and consistency, (3) respondents have alternatives to face challenges in implementing TPACK, such as making a second plan if there are problems related to technology, asking questions and making approaches outside of class hours and respondents tried to increase their knowledge about TPACK by frequently from the internet.

Keywords

Pre Service English Teacher, Independent Curriculum, TPACK framework

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

How to Cite
Nur Inayati efendi, Lestari, I. W., Zumrudiana, A., & Zainuddin, M. (2024). Investigating Pre-Service English Teachers’ Experience in Implementing Tpack During Teaching Practice on Independent Curriculum . Eduvelop: Journal of English Education and Development , 8(1), 31-51. https://doi.org/10.31605/eduvelop.v8i1.4078

References

  1. Bahumaid, Showqi Ali. 2008. “Tefl Materials Evaluation: A Teacher’s Perspective.” Poznan Studies in Contemporary Linguistics 44 (4): 423–32. https://doi.org/10.2478/v10010-008-0021-z.
  2. Cholilah, Mulik, Anggi Gratia Putri Tatuwo, Komariah, and Shinta Prima Rosdiana. 2023. “Pengembangan Kurikulum Merdeka Dalam Satuan Pendidikan Serta Implementasi Kurikulum Merdeka Pada Pembelajaran Abad 21.” Sanskara Pendidikan Dan Pengajaran 1 (02): 56–67. https://doi.org/10.58812/spp.v1i02.110.
  3. Dalal, Medha, Leanna Archambault, and Catharyn Shelton. 2021. “Fostering the Growth of TPACK among International Teachers of Developing Nations through a Cultural Exchange Program.” Australasian Journal of Educational Technology 37 (1): 43–56. https://doi.org/10.14742/ajet.5964.
  4. David Lewis. 1988. “Lewis-Experience.” Experience 32 (1982): 1–20.
  5. DeSantis, Josh. 2016. “Investigating the Relationship Between TPACK and the ISTE Standards for Teachers.” Issues and Trends in Educational Technology 4 (1): 16–30. https://doi.org/10.2458/azu_itet_v4i1_desantis.
  6. Durdu, Levent, and Funda Dag. 2017. “Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course.” Australian Journal of Teacher Education 42 (11): 150–71. https://doi.org/10.14221/ajte.2017v42n11.10.
  7. Erstad, Ola, and Joke Voogt. 2018. “The Twenty-First Century Curriculum: Issues and Challenges,” 1–18. https://doi.org/10.1007/978-3-319-53803-7_1-2.
  8. Evrim, Baran, Chuang Hsueh-Hua, and Thompson Ann. 2011. “Tpack : An Emerging Research and Development Tool For.” The Turkish Online Journal of Educational Technology – 10 (4): 370–77.
  9. Forbes, Cory T. 2013. “Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Science.” Journal of Science Teacher Education 24 (1): 179–97. https://doi.org/10.1007/s10972-011-9245-0.
  10. Hutahaean, Berman, Sadieli Telaumbanua, and Losten Tamba. 2022. “Development of a Multidimensional Curriculum Evaluation Model for the Independent Curriculum in Elementary Schools.” QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama 14 (2): 705–24. https://doi.org/10.37680/qalamuna.v14i2.3617.
  11. Justsinta Sindi Alivi. 2019. “A REVIEW OF TPACK AND SAMR MODELS : HOW SHOULD LANGUAGE TEACHERS ADOPT TECHNOLOGY ? Justsinta Sindi Alivi University of Warwick , The United Kingdom” 2 (2): 1–11.
  12. Kennedy, Mary M. 1999. “The Role of Preservice Teacher Education.” Teaching as the Learning Profession: Handbook of Teaching and Policy, 54–86.
  13. Kirana, Galuh Dara, and Salim Nabhan. 2021. “Exploring Technological Pedagogical and Content Knowledge (TPACK) in English Language Classroom Setting: In-Service English Teachers’ Perspectives.” ELLITE: Journal of English Language, Literature, and Teaching 6 (2): 70–77. https://doi.org/10.32528/ellite.v6i2.6090.
  14. Kumbakonam, Usha Rani, S Archana, and & K Usha Rani. 2017. “Role of a Teacher in English Language Teaching (Elt).” International Journal of Educational Science and Research 7 (1): 1–4. www.tjprc.org.
  15. Liando, Nihta Vera Frelly, Devilito Prasetyo Tatipang, and Ceisy Nita Wuntu. 2023. “TPACK Framework Towards 21st Century’s Pre-Service English Teachers: Opportunities and Challenges in Application.” Edumaspul: Jurnal Pendidikan 7 (1): 1799–1815. https://ummaspul.e-journal.id/maspuljr/article/view/6479.
  16. Mahdum. 2015. “Technological Pedagogical and Content Knowledge (TPACK) of English Teachers in Pekanbaru, Riau, Indonesia.” Mediterranean Journal of Social Sciences 6 (5S1): 168–76. https://doi.org/10.5901/mjss.2015.v6n5s1p168.
  17. Schmidt, Denise A, Evrim Baran, Ann D Thompson, Punya Mishra, Matthew J Koehler, and Tae S Shin. 2009. “Technological Pedagogical Content Knowledge (TPACK).” Journal of Research on Technology in Education 42 (2): 123–49. https://doi.org/10.1080/15391523.2009.10782544.
  18. Solikhah, Putri Irma, and Purnomo Purnomo. 2022. “The Opportunity and Challenges of Implementing a Prototype Curriculum.” Nazhruna: Jurnal Pendidikan Islam 5 (2): 407–21. https://doi.org/10.31538/nzh.v5i2.2130.
  19. Stratton, Timothy P., and Anthony W. Olson. 2023. “Personalizing Personalized Medicine: The Confluence of Pharmacogenomics, a Person’s Medication Experience and Ethics.” Pharmacy 11 (3): 101. https://doi.org/10.3390/pharmacy11030101.
  20. Taopan, Lita Liviani. 2020. “Tpack Framework: Challenges and Opportunities in Efl Classrooms.” Research and Innovation in Language Learning 3 (1): 1–22. https://doi.org/10.33603/rill.v3i1.2763.
  21. Yıldız, Turgut. 2017. “A Comparison of Pre-Service, in-Service and Formation Program for Teachers Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT).” Educational Research and Reviews 12 (22): 1091–1106. https://doi.org/10.5897/err2017.3311.
  22. Yundayani, Audi. 2019. “Technological Pedagogical and Content Knowledge : Konsep Analisis Kebutuhan Dalam Pengembangan Pembelajaran.” Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara 1 (1): 1–6.