MEASURING INDONESIAN EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN THE POST-PANDEMIC ERA: DO DEMOGRAPHICAL ISSUES MATTER?

Ahmad Syafi'i(1*), Syafiul Anam(2),

(1) Pascasarjana Universitas Negeri Surabaya STKIP Al Hikmah Surabaya
(2) English Education Study Program, Universitas Negeri Surabaya
(*) Corresponding Author


Abstract


This research aimed to measure Indonesian EFL teachers' Technological Pedagogical Content Knowledge (TPACK) in the post-pandemic era. EFL teachers must have balanced technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, pedagogical content knowledge, technological pedagogical content knowledge, and web content knowledge since the Covid-19 pandemic has altered mainstream educational practices. Face-to-face instruction has shifted to online instruction, affecting EFL teachers' TPACK. The researcher hypothesized a significant difference in gender, age, and length of teaching experience in Indonesian EFL teachers' TPACK, particularly during online learning. The participants of this study were 24 Indonesian EFL teachers from 22 different schools and affiliations. An adopted TPACK questionnaire was administered to measure the Indonesian EFL teachers' TPACK during online learning. It consists of 25 total items. The data were calculated using SPSS version 26 software to determine each datum's U-value, mean, and standard deviation. This research revealed no significant difference in all aspects of TPACK based on the EFL teachers' gender. Moreover, there was no significant difference in the five aspects of TPACK based on the five age categories, except in Content Knowledge (CK). Furthermore, there was also no statistical difference in all aspects of TPACK based on the EFL teachers' length of teaching experience. However, age and teaching experience, particularly, contribute to shaping the Indonesian EFL teachers' level of TPACK.

 


Keywords


EFL teachers, Demographical issues, TPACK, Post Pandemic Era

Full Text:

PDF

References


Altun, T., & Akyıldız, S. (2017). Investigating Student Teachers ’ Technological Pedagogical Content Knowledge ( Tpack ) Levels. European Journal of Education Studies, 3(5), 467–485. https://doi.org/10.5281/zenodo.555996

Ayu, M., & Pratiwi, Z. F. (2021). the Implementation of Online Learning in English Language Teaching During Pandemic: the Teachers’Voice. Journal of Research on Language Education, 2(2), 93–99.

Bağcı, H., & ATAR, C. (2019a). An Investigation of Pre-Service English Teachers’ Self-Efficacy in Web Pedagogical Content Knowledge. Sakarya University Journal of Education, 550–566. https://doi.org/10.19126/suje.591804

Bağcı, H., & ATAR, C. (2019b). An Investigation of Pre-Service English Teachers’ Self-Efficacy in Web Pedagogical Content Knowledge. Sakarya University Journal of Education, 550–566. https://doi.org/10.19126/suje.591804

Bagheri, M. (2020a). Validation of Iranian EFL teachers’ technological pedagogical content knowledge (TPACK) scale. TESL-EJ, 24(2), 1–20.

Bagheri, M. (2020b). Validation of Iranian EFL teachers’ technological pedagogical content knowledge (TPACK) scale. TESL-EJ, 24(2), 1–20.

Castéra, J., Marre, C. C., Yok, M. C. K., Sherab, K., Impedovo, M. A., Sarapuu, T., Pedregosa, A. D., Malik, S. K., & Armand, H. (2020a). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education and Information Technologies, 25(4), 3003–3019. https://doi.org/10.1007/s10639-020-10106-6

Castéra, J., Marre, C. C., Yok, M. C. K., Sherab, K., Impedovo, M. A., Sarapuu, T., Pedregosa, A. D., Malik, S. K., & Armand, H. (2020b). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education and Information Technologies, 25(4), 3003–3019. https://doi.org/10.1007/s10639-020-10106-6

Chen, Y. (2014). Interrelationship between Stages of Concern and Technological , Pedagogical , ... Related papers.

Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers and Education, 130, 81–93. https://doi.org/10.1016/j.compedu.2018.11.010

Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 8(1), 86–95. https://doi.org/10.21831/jpe.v8i1.32165

Hosseini, Z., & Kamal, A. (2013). A Survey on Pre-Service and In-Service Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPCK). Malaysian Online Journal of Educational Technology, 1(2), 1–7.

Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers and Education, 146, 103760. https://doi.org/10.1016/j.compedu.2019.103760

Jang, S.-J., & Tsai, M.-F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327–338. https://doi.org/10.1016/j.compedu.2012.02.003

Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-service teachers’ self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers & Education, 85, 94–101. https://doi.org/10.1016/j.compedu.2015.02.005

Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. İlköğretim Online, 14(2), 1193–1207. https://doi.org/10.17051/io.2015.65067

Khan, Z., & Pattern, R. (2018a). Measuring the Technological Pedagogical Content Knowledge ( TPACK ) ofpre-service Teachers in relation to their Gender and Stream. American International Journal of Research in Humanities, Arts and Social Science, 22(1), 50–55.

Koehler, M. J., Mishra, P., & Cain, W. (2013a). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303

Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers and Education, 70, 222–232. https://doi.org/10.1016/j.compedu.2013.08.017

Koh, J. H. L., & Sing, C. C. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education, 2011, 735–746.

Mare, A., Jormanainen, I., & Tedre, M. (2019). Eritrean pre-service teachers’ perceptions of and proficiency with TPACK and ICT integration in education. ACM International Conference Proceeding Series, 582–588. https://doi.org/10.1145/3362789.3362804

Markauskaite, L. (2006). Gender issues in preservice teachers’ training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1), 1–20. https://doi.org/10.14742/ajet.1304

Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461–469. https://doi.org/10.1016/j.tate.2011.12.001

Mohd, C. K. N. C. K., & Shahbodin, F. (2021). Issues and challenges from teachers’ perceptions in creating online learning in the midst of covid-19 pandemic. Journal of Theoretical and Applied Information Technology, 99(12), 3039–3049.

Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112(July), 106468. https://doi.org/10.1016/j.chb.2020.106468

Raman, A. (2014). TPACK Confidence of Pre-service Teachers in Universiti Utara Malaysia. Mediterranean Journal of Social Sciences, 5(22), 167–175. https://doi.org/10.5901/mjss.2014.v5n22p167

Redmond, P., & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel. British Journal of Educational Technology, 0(0), 1–15. https://doi.org/10.1111/bjet.12707

Ringotama, A. A. (2020). Pre- Service Teachers ’ Perception and Vision about TPACK and Its Implementation Pre- Service Teachers ’ Perception and Vision about TPACK and Its Implementation Arrizalu Arsa Ringotama. Celt: A Journal of Culture, English Language Teaching & Literature, 20(1).

Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118, 106636. https://doi.org/10.1016/j.chb.2020.106636

Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937–945. https://doi.org/10.1016/j.compedu.2012.04.001

Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67–80. https://doi.org/10.1016/j.chb.2017.11.003

Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586

Süzük, E., & Akınci, T. (2021). Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables. Journal of Education and Learning, 10(1), 82. https://doi.org/10.5539/jel.v10n1p82

Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413–424. https://doi.org/10.14742/ajet.1201

Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers and Education, 122, 32–42. https://doi.org/10.1016/j.compedu.2018.03.002

Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46–60. https://doi.org/10.14742/ajet.3504

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009

Turmudi, D. (2020). English scholarly publishing activities in the industrial revolution 4 . 0 : What , Why , and How ? ELTEJ, 3(1), 52–63. http://journal2.uad.ac.id/index.php/eltej/article/view/1890

Uçar, M. B., Demir, C., & Hiğde, E. (2014). Exploring the Self-confidence of Preservice Science and Physics Teachers towards Technological Pedagogical Content Knowledge. Procedia - Social and Behavioral Sciences, 116, 3381–3384. https://doi.org/10.1016/j.sbspro.2014.01.768

Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P., & Sointu, E. (2015a). The impact of authentic learning experiences with ICT on pre-service teachers’ intentions to use ICT for teaching and learning. Computers & Education, 81, 49–58. https://doi.org/10.1016/j.compedu.2014.09.008

Wheeler, S., Kelly, P., & Gale, K. (2005). The influence of online problem-based learning on teachers’ professional practice and identity. ALT-J, 13(2), 125–137. https://doi.org/10.1080/09687760500104088

Yusnilita, N. (2020). The Impact of Online Learning: Student’s Views. ETERNAL (English Teaching Journal), 11(1), 783–793. https://doi.org/10.26877/eternal.v11i1.6069




DOI: http://dx.doi.org/10.24127/pj.v11i3.4574

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Authors

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

=====================

Publisher

Universitas Muhammadiyah Metro

Unit Publikasi Ilmiah ( Scientific Publication Unit)

Address:

Gedung HI Lt 1, Ruang UPT Publikasi Ilmiah Universitas Muhammadiyah Metro

Jl. Ki Hajar Dewantara No.116, Iringmulyo, Metro Timur, Kota Metro, Lampung 34111
Phone/WA: +6285709141060

Email:upi@ummetro.ac.id 

======================

e-ISSN-2442-482x  p-ISSN-2089-3355

Download Premise Official Template  June -October 2022

Certificate