Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

Abstract

Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The participants are 59 pre-service English language teachers enrolled in an ELT Methodology Course at a state university. The data is gathered through the TPACK Scale developed by Solak and Çakır (2014) and journal entries of pre-service English language teachers before and after the procedure. The results indicate a statistically significant improvement in TPACK scores of both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English language teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.

Teachers’ Beliefs of Authentic Materials for Teaching Reading in Indonesian EFL Classrooms

“…Many studies believed that students should have abundance exposures to use of English in real context (Beresova, 2015;Ersanli, 2016, Ahmed, 2017. These exposures are used to fill the need for being able to communicate confidently in English.…”

Reliability and Validity of Instruments Measuring English Teachers’ TPACK

“…In some of TPACK performance assessment tasks, English teachers are asked to prepare a set of artefacts like teaching syllabi, instructional materials and reflective journals aiming to investigate the effectiveness and quality of English teachers' implementation of their teaching in line with the framework of TPACK (Alhababi, 2017), whereas in other TPACK performance assessment tasks English teachers are required to create a set of teaching artefacts such as web portfolios and digital stories to evaluate the effectiveness of TPACK framework (Harriman, 2011) and teachers' digital literacies (Weerakanto, 2019). In the reviewed studies, only three instruments of performance assessment present evidence of reliability through the inter-rater reliability (Chewning, 2015;Ersanli, 2016;Le & Song, 2018). None of the instruments of performance assessment provide any evidence of validity.…”

A comparison of pre-service, in-service and formation program for teachers perceptions of technological pedagogical content knowledge (TPACK) in English language teaching (ELT)

“…Effectiveness of workshops and training sessions on TPACK were examined (Koçoğlu, 2009;Yan and Yuhang, 2012;Kurt et al, 2014;Ersanlı, 2016). Koçoğlu (2009) explored how 27 senior pre-service EFL teachers improved technology integration into L2 teaching during a semester-long "Computer-Assisted Language-Learning" course in Turkey.…”

“…Also, it is reported that at the end of the program, PTs were more confident in choosing technologies that enhance both the teaching approaches and students" learning in a lesson. Ersanlı (2016) examined the effectiveness of a five-week training session of an ELT Methodology Course on TPACK of Junior 59 pre-service EFL teachers enrolled at a state university in Turkey.…”