Pre-Service EFL Teachers’ Knowledge and Practices of TPACK at Edu-Tech Classrooms: Preparation for Real-Teaching Practices

DOI

10.2991/978-2-38476-152-4_54How to use a DOI?

Keywords

Pre-Service EFL Teachers; Knowledge; Practices; TPACK; Edu-Tech Classroom

Abstract

Technological Pedagogical Content Knowledge (TPACK) has become a prominent educational issue, particularly in ELT. Although TPACK is identical to in-service teachers’ tasks, pre-service teachers are also demanded to learn how to incorporate technology into language instruction using effective teaching strategies. This study aimed to investigate pre-service EFL teachers’ knowledge of TPACK and explore their practices of TPACK at educational technology (Edu-Tech) classrooms for the preparation of teaching practices. The study involved 57 pre-service English teachers (PSETs) taking part at Edu-Tech classroom in one of the state universities in Surabaya, East Java. This study employed a sequential mixed-methods approach using both survey and reflective practice. The results of data analysis revealed that all 57 pre-service teachers (100%) showed a high level of knowledge concerning Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Pedagogical Content Knowledge (PCK), and TPACK. Meanwhile, the TPACK practices in Edu-Tech classrooms showed that pre- service teachers utilized various digital applications such as Canva, Quizziz, Proprofs, Mentimeter, Arcademics, Blooket, and Wordwall. However, PSETs tend to use the same teaching method, which is a scientific approach in teaching the materials although they have a level of knowledge about pedagogy. In short, it can be concluded that pre-service teachers are ready to conduct teaching practices at partner schools. This research implies that pre-service teachers need to be equipped with the knowledge and skills to effectively incorporate technology, pedagogy, and content in English language teaching, particularly using more diverse teaching strategies.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Nur Chakim
AU  - Henny D. Iswati
AU  - Yuri Lolita
PY  - 2023
DA  - 2023/12/19
TI  - Pre-Service EFL Teachers’ Knowledge and Practices of TPACK at Edu-Tech Classrooms: Preparation for Real-Teaching Practices
BT  - Proceedings of the International Joint Conference on Arts and Humanities 2023 (IJCAH 2023)
PB  - Atlantis Press
SP  - 576
EP  - 596
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-152-4_54
DO  - 10.2991/978-2-38476-152-4_54
ID  - Chakim2023
ER  -