The TPACK level of in-service EFL teacher online professional training: The perspectives of teachers, students, and trainers

Budianto, Langgeng; Arifani, Yudhi; Wardhono, Agus; Poedjiastutie, Dwi

doi:10.1080/21532974.2023.2167024

Cited by 9 publications

(7 citation statements)

References 27 publications

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“…The results of this study also revealed that lecturers from both of the institutes under study were receiving training in integrating technology into teacher education. This finding is in line with the views from Budianto, Arifani, Wardhono and Poedjiastutie (2023) who point out that to integrate technology pedagogies in teaching and learning, lecturers have to be trained to develop innovative and imaginative solutions that highlight the three categories of knowledge, technology, content, and pedagogy in teaching as represented in TPACK.…”

Section: Discussionsupporting

confidence: 86%

“…This study was informed by the Technological Pedagogical Content Knowledge (TPACK) theory, which describes the kinds of knowledge required for a systemic integration of technology into teacher education (Mishra, 2019). The TPACK theory emphasises the need for lecturers in universities to combine their subject-matter, pedagogical, and technological knowledge as shown in Figure1 (Budianto, Arifani, Wardhono & Poedjiastutie, 2023). Despite the fact that it was predicted that pedagogical content knowledge (PCK) would have the greatest impact on lecturers' activities in teacher education, effective teaching depends on well-integrated information from multiple knowledge domains (Şen, Demirdöğen & Öztekin, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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“…The realm of foreign education, especially when it's rooted in prominent Western contexts like the U.S., has a profound and lasting influence on EFL instructors (Budianto et., al. 2023;Yu, 2022;Seo, 2023;Siebenhütter, 2023, Sheybani & Miri, 2019Burn, 2007;Chien, 2019).…”

Section: Negotiating Identities Through Writing: the Transformative I...mentioning

confidence: 99%

"Writing Became a Tool for Self-Discovery" How Intercultural Experiences Shape EFL Instructors’ Evolving Identities and Pedagogies: A Qualitative Inquiry

Almalki

2023

IJLLS

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This qualitative study delves into the experiences of three Saudi EFL instructors who pursued their postgraduate studies in the United States, exploring the relationship between writing and identity. Through the lens of narrative inquiry, the research uncovers the multifaceted experiences of these instructors, shedding light on the interplay of cultural, linguistic, and educational influences on their professional identities. The study's findings reveal that the U.S. educational system, with its diverse pedagogical approaches and emphasis on critical thinking, played a pivotal role in shaping the instructors' perceptions of writing as an act of identity expression. Furthermore, the research highlights the transformative power of foreign education as the instructors navigate through the challenges and opportunities of studying in a different linguistic and cultural environment. Their narratives underscore the dynamic nature of identity, which is continuously negotiated and redefined in response to various educational and cultural stimuli. The importance of this study lies not only in its insights into the personal and professional journeys of the three EFL instructors but also in its broader implications for the field of EFL education. It emphasizes the need for educators and institutions to recognize and value the diverse backgrounds and experiences of EFL instructors as well as learners, as these play a crucial role in shaping pedagogical practices and beliefs. In essence, this research contributes to the growing body of literature on the nexus of writing, identity, and foreign education, offering a nuanced understanding of the challenges and rewards of cross-cultural educational experiences.

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“…Universities in Southern Africa considered integrating technology into teacher education to be a feasible and perfect solution for continuing education physically away from the university throughout the COVID-19 pandemic (Roy, Babu, Abul Kalam, Yasmin, Zafar & Nath, 2023). Lecturers in the universities were using face-to-face instruction, meaning that for them to make a smooth shift to online instruction, they had to be trained on integrating technology to their instruction (Budianto, Arifani, Wardhono & Poedjiastutie, 2023). The move to a student-centred learning model, in which the student takes the lead in their own learning rather than the lecturer having complete control of the process, was made easier by integrating technology into the teacher education process (Keiler, 2018).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

University Lecturers' Experiences With Technology Integration Into Teacher Education Post Covid-19 Pandemic

2023

Education and New Developments

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In this study, technology integration into teacher education post COVID-19 pandemic was explored from the perspectives of lecturers from selected Southern African universities. The study used a qualitative research approach and a multiple case study design. Two Southern African universities, in South Africa and Eswatini, the researchers' places of work, were conveniently chosen to be the research sites in this study. A purposeful sample of lecturers involved in teacher education participated in this study. Data were generated through, open-ended questionnaire completed by nine lecturers, and a focus group discussion with 12 participants, which included lecturers from both institutes. Thematic analysis was used to analyse the data collected from the study's participants. The study's conclusions show that lecturers from both universities experienced a change in instruction delivery compelled by the prevailing COVID-19 pandemic which made the physical environment in universities not suitable for face-to-face but online instruction where technology had to be integrated into teacher education. The study concludes that lecturers experienced a new norm as universities formed policies to ensure that technology is included in teacher education. The study also concluded that lecturers had limited knowledge, pointing to the need for training on the needed knowledge domains to integrate technology into teacher education. The study also concludes that the universities understudy offered some digital gadgets and internet connectivity for lecturers to using, especially while on campus. However, internet access would be limited when lecturers leave the campuses, with institution A failing to provide data for off-campus use while institute B did so, but load-shedding was one of the problems in the nation where institute B is located.

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The TPACK level of in-service EFL teacher online professional training: The perspectives of teachers, students, and trainers

Cited by 9 publications

References 27 publications

Education and New Developments 2023 – Volume 1

Education and New Developments 2023 – Volume 1

"Writing Became a Tool for Self-Discovery" How Intercultural Experiences Shape EFL Instructors’ Evolving Identities and Pedagogies: A Qualitative Inquiry

University Lecturers' Experiences With Technology Integration Into Teacher Education Post Covid-19 Pandemic

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