TEACHERS’ TPACK DEVELOPMENT IN ENGLISH LANGUAGE TEACHING: A SYSTEMATIC REVIEW
(1) Master of English Education Department, Universitas Ahmad Dahlan, Indonesia
(2) Master of English Education Department, Universitas Ahmad Dahlan, Indonesia
(3) Master of English Education Department, Universitas Ahmad Dahlan, Indonesia
(*) Corresponding Author
Abstract
This study aims to analyze the characteristics and trends in 25 research articles published from 2018 to 2022 on English teachers’ TPACK development issues and to find themes that emerge from the articles analyzed. The research articles reviewed in this study were based on the following criteria: (1) peer-reviewed studies, (2) TPACK-related studies in the ELT context, and (3) published within the last five years. These articles were searched electronically using search engine databases such as SpringerLink, Proquest, and ERIC indexed by SCOPUS. The research results showed that the research design employed by the articles reviewed were case study (55%), descriptive studies (15%), quasi-experiments (5%), collaborative action research (10%), mixed methods (5%), and exploratory survey research (10%). It was found also that there were five common themes of findings, including (1) comparisons of pre-service, in-service and teacher formation programs on TPACK in ELT, (2) reflections on overcoming the complexities of TPACK for EFL Teachers, (3) video projects in TPACK, (4) implementation of the TPACK Framework by English teachers due to the COVID-19 Pandemic, and (5) application of the TPACK framework by developing Indonesian EFL teachers' TPACK online. Based on the literature review analysis, this research's pedagogical implications are expected to increase technology readiness and the use of English language instructors in various teaching and learning contexts in the classroom.
Keywords
Full Text:
PDFReferences
Agustina, N. A., & Suryani, H. H. S. (2018). Bimbingan konseling dengan minat berkonseling pada siswa kelas X IPA Di MAN 1 Surakarta[ Counseling guidance with an interest in counseling for grade X science students at MAN 1 Surakarta]. Medikons:Jurnal Prodi Bimbingan Dan Konseling Unisri Surakarta, 5(1), 1–10. https://ejurnal.unisri.ac.id/index.php/mdk/article/view/2793
Alim, L. O., & Gonong, G. O. (2020). Stances in student-teachers’ spoken reflection: An TPACK to enhance a reflection inventory. Iranian Journal of Language Teaching Research, 7(1), 119–139. DOI: 10.30466/ijltr.2019.120636
Archambault, L. M., & Barnett, J. H. (2010). Pedagogical content knowledge: Exploring the TPACK framework.Computers &. Education, 55(4), 1656–1662. DOI:https://psycnet.apa.org/doi/10.1016/j.compedu.2010.07.009
Arifani, Y., Suryanti, S., Wicaksono, B. H., & Inayati, N. (2020). EFL teacher blended professional training: A review of learners’ online and traditional learning interactions quality. 3L. The Southeast Asian Journal of English Language Studies, 26(3), 124–138. DOI: http://dx.doi.org/10.17576/3L-2020-2603-10
Azhar, J. (2020). Integration of technology with pedagogical perspectives: An evaluative study of in-house call professional development. Arab World English Journal (AWEJ, pp. 22–35. DOI: DOI:10.2139/ssrn.2822975
Bueno-Alastuey, M. C., Villarreal, I., & García Esteban, S. (2018). Can telecollaboration contribute to the TPACK development of pre-service teachers? Technology, Pedagogyand, Education, 367–380. DOI:10.1080/1475939X.2018.1471000
Bugueño, W. M. R. (2013). Using TPACK to promote effective language teaching in an ESL/EFL classroom [University of Northern Iowa. https://scholarworks.unie.
Cui, G., & Wang, S. (2008). Adopting cell phones in EFL teaching and learning. Journal of Educational Technology Development and Exchange, 1(1), 69–80. https://doi.org/10.18785/jetde.0101.06
Drajati, N. A., Rakerda, H., Sulistyawati, H., Nurkamto, J., & Ilmi, M. (2021). Investigating the adoption of TPACK-21st by English pre-service teachers in a COVID-19 teaching practicum. Indonesian Journal of Applied Linguistics, 11(1), 124–133. https://doi.org/10.17509/ijal.v11i1.34625
Ersanli, C. Y. (2021). Improving technological pedagogical content knowledge (TPACK) of pre-service English language teachers. International Education Studies, 9(5), 18–27. https://doi.org/10.5539/ies.v9n5p18
Graziano,K.J., Herring,M.C., Carpenter,J.P., Smaldino,S., &Finsness, E. S. (2017). A TPACK diagnostic tool for teacher education leaders. Tech Trends, 61(4), 372–379. https://doi.org/10.1007/s11528-017-0171-7
Hasir, J. H. L., & Divarahan, S. (2021). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal Educational Research, 44(1), 35–58. DOI:10.2190/EC.44.1.c
Haviz, M., Maris, I. M., Adripen., L., David, & Fudholi, A. (2020). Assessing pre-service teachers’ perception on 21st century Skills in Indonesia. Journal of Turkish Science Education, 17(3), 351–363. https://www.tused.org/index.php/tused/article/view/1095/629
Hong, H.-Y. (2020). Design thinking and 21st-century skills. In J. H. L. Koh, C. S. Chai, B. Wong, & H.-Y. Hong (Eds.), design thinking for education: Conceptions and applications in teaching and learning (pp. 33–46). Springer. DOI:10.1007/978-981-287-444-3_3
Hughes, J. (2020). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277–302. https://www.learntechlib.org/primary/p/26105/
Ilgaz, H., & Usluel, Y. (2011). Öğretim sürecine bit entegrasyonu açısından öğretmen yeterlikleri ve mesleki gelişim. Journal of Educational Sciences & Practices, 10(19), 87–106. http://www.ebuline.com/pdfs/19Sayi/ebu19_5.pdf
Kabakçı Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(1), 397–408. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/424-published.pdf
Kale, U. (2019). Technology valued? Observation and review activities to enhance future teachers" utility value toward technology integration. Computers & education, 117, pp.160–174. https://doi.org/10.1016/j.compedu.2017.10.007
Kazemi, E., & Hubbard, A. (2020). New directions for the design and study of professional development. Journal of Teacher Education, 59(5), 428–441. https://doi.org/10.1177/0022487108324330
Killion, J. P., & Todnem, G. R. (2021). A process for personal theory building. Educational Leadership, 48(6), 14–17. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el_199103_killion.pdf
Koçoǧlu, Z. (2009). Exploring the technological pedagogical content knowledge of pre-service teachers in language education. Procedia-Social and Behavioral Sciences, 1(1), 2734–2737. https://doi.org/10.1016/j.sbspro.2009.01.485
Koh, J. H. L., Chai, C. S., Benjamin, W., & Hong, H. Y. (2015). Technological pedagogical content knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning. The Asia-Pacific Education Researcher, 24(3), 535–543. http://dx.doi.org/10.1007/s40299-015-0237-2
Krauskopf, K., Foulger, T. S., & Williams, M. K. (2019). Prompting teachers" reflection of their professional knowledge. A proof-of-concept study of the graphic assessment of TPACK instrument. Teacher Development, 22(2), 153–174. https://doi.org/10.1080/13664530.2017.1367717
Kurt, G., Akyel, A., Koçoğlu, Z., & Mishra, P. (2014). TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English. ELT Research Journal, 3(3), 153–166. https://dergipark.org.tr/en/pub/eltrj/issue/5483/74461
Lee, B. (2022). Applying technological pedagogical and content knowledge (TPACK) model to develop an online English writing Sari et al., Enhancing Teachers In TPACK Competence through Reflective Practice 133. Teflin, Vol. 32, No.1, pp. 117-133. https://doi.org/10.15639/teflinjournal.v32i1/117-133
Limbong, E. (2017). Globalization And Pedagogy: How Should English Teachers Teach English In The 21st Century? The First International Conferenceon Education, Science, Art and Technology. https://ojs.unm.ac.id/icesat/article/view/3685
Liu,M.,&Kleinsasser, R. C. (2015). Exploring EFL teachers’ CALL Knowledge and competencies: In-service program perspectives. Language Learning & Technology, 19(1), 119–138. http://llt.msu.edu/issues/february2015/liukleinsasser.pdf
Mirna, P. (2020). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/https://doi.org/10.2190%2F0EW7-01WB-BKHL-QDYV
Mufta, C. (2021). Promoting urban teachers’ understanding of technology, content, and pedagogy in the context of case development. Journal of Research on Technology in Education, 44(1), 1–29. https://doi.org/10.1080/15391523.2011.10782577
Murni. (2020). Reflecting‐on‐the‐future: A chronological consideration of reflective practice. Reflective Practice, 9(2), 177–184. https://doi.org/10.1080/14623940802005525
Murphy, J. (2021). Reflective teaching: Principles and practices. In M. CelceMurcia, D. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 613–629).
Naaz, S., & Khan, Z. (2018). Measuring the technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to their gender and stream. American International Journal of Research in Humanities, Arts and Social Sciences, 22(1), 50–55. http://www.iasir.net
Nguyen, C., & D. (2020). Connections between learning and teaching: EFL teachers’ reflective practice, Pedagogies. An International Journal, 12(3), 237–255,. https://doi.org/10.1080/1554480X.2017.1356725
Nurkamto, J., & Drajati, N. (2021). Indonesian EFL teachers’ TPACK development in the online community of practice. Pedagogy: Journal of English Language Teaching, 9(2), 121–134. https://doi.org/10.32332/joelt.v9i2.3229
Schmid,M., Brianza,E. ,& Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK) and comparing the factor structure of an integrative and a transformative model. Computers& Education, Vol. 157, pp.1-13. DOI:10.1016/j.compedu.2020.103967
Shafie, N. H., Majid, F., & Ismail, I. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, Vol. 15, pp. 24-33. https://education.uitm.edu.my/ajue/wp-content/uploads/2019/12/MEDC-3.-Hidayu_Shafie_et_al.pdf
Su-Bergil, A., & Erçevik, A. (2020). The prospective EFL teachers’ impressions towards teaching styles: Foresights for their professions. Journal of Language and Linguistic Studies, 15(4), 1236–1251. https://doi.org/10.17263/jlls.668394
Tai, S. J. D. (2015). From TPACK-in-action workshops to classrooms: CALL competency developed and integrated. Language Learning &Technology, 19(1), 139–164.
http://llt.msu.edu/issues/february2015/tai.pdf
Tan, L., Zainnuri, H., Drajati, N. A., Rochsantiningsih, D., & Haryati, S. (2018). Investigating English language teachers in developing TPACK and multimodal literacy. Indonesian Journal of Applied Linguistics, 7(3), 575. https://doi.org/10.17509/ijal.v7i3.9806Tseng
Tseng, J.-J., Cheng, Y.-S.,& Lin, C.-C. (2011). UnravelingIn-service EFL teachers’ technological pedagogical content knowledge. The Journal of Asia TEFL, 8(2), 45–72. http://journal.asiatefl.org/main/main.php?inx_journals=28&inx_contents=134&main=1⊂=2&submode=3&PageMode=JournalView&s_title=Unraveling_In_service_EFL_Teachers_Technological_Pedagogical_Content_Knowledge
Tseng J.-J. (2014). Investigating EFL teachers' technological pedagogical content knowledge: Students' perceptions. EURO CALL Conference, pp. 379–384. https://doi.org/10.14705/rpnet.2014.000249
Tseng, J.-J. (2019). Investigating EFL teachers' technological pedagogical content knowledge: Students'perceptions. pp. Research publishing. https://doi.org/10.14705/rpnet.2014.000249
Turgut, Y. (2020). Tracing pre-service English language teachers’ perceived TPACK in sophomore, junior, and senior levels. Cogent Education, 4(1), 1–20. DOI:10.1080/2331186X.2017.1368612
Wang, H. Y., Liu, G. Z., & Hwang, G. J. (2017). Integrating socio-cultural contexts and location-based systems for ubiquitous language learning in museums: A state of the art review of 2009–2014. British Journal of Educational Technology, 48(2), 653–671. https://doi.org/10.1111/bjet.12424
Wu, Y., & Wang, A. (2021). Technological, pedagogical, and content knowledge in teaching English as a foreign language: representation of primary teachers of English in Taiwan. Asia-Pacific Edu Res, 24(3), 525–533. https://doi.org/10.1007/s40299-015-0240-7
Xiaobin, L., Wei, Z., Huiwen, Z., & Lijun, J. (2020). Chinese EFL teachers’ application of e-educology of foreign languages: An Investigation based on TPACK framework. Teaching English With, Technology,14(1), 47–75. http://www.tewtjournal.org
Yeh, H.-C., & Tseng, S.-S. (2019). Using the ADDIE Model to nurture the development of teachers’ TPACK professional knowledge. International Forum of Educational Technology & Society, 22(3), 88–100. https://drive.google.com/file/d/1ORvzBnYeMiCN21X-foh8_H7VByDQdy5i/view
Yeh, Y.-F., Chan, K. K. H., & Hsu, Y.-S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education, 171, 104238. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104238
Yerdelen-Damar, S., Boz, Y., & Aydın-Günbatar, S. (2021). Mediated effects of technology competencies and experiences on relations among attitudes towards technology use, technology ownership, and self efficacy of technological pedagogical content knowledge. J Sci Educ Technol, 26. https://doi.org/10.1007/s10956-017-9687-z
Yurdakul,I.K., Odabasi,H. F.,Kilicer, K., Coklar, A. N., Birinci,G., &Kurt, A. A. (2012). Developing a short assessment instrument for technological pedagogical content knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. DOI:10.1016/j.compedu.2020.103967
DOI: http://dx.doi.org/10.24127/pj.v12i3.7429
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by Universitas Muhammadiyah Metro
Scientific Publication Unit (UPI)
Gd. HI, Lt1 Kampus 1 Universitas Muhammadiyah Metro
Jl. Ki Hajar Dewantara 116 A
Kota Metro Lampung 34145 Indonesia
Email : help.upi@ummetro.ac.id
Phone : +62-725-42445
Fax : +62-725-42454
Mobile : +62-8570914-1060
Certificate of Accreditation (Volume 11 No 1, 2022-Volume 15 No 2, 2026
