Understanding writing teachers’ technological pedagogical content knowledge: A study with five in-service teachers

Abstract

The growing emphasis on emerging technologies in education has required in-service teachers to develop more technological knowledge. However, little is known about the application of technological pedagogical content knowledge (TPACK) on subject matter knowledge in language teaching. This qualitative study examined five writing teachers’ implementation of instructional objectives, instructional strategies, and technologies to teach writing as well as their assessment of learning using the TPACK-Writing perspective. Lesson observations were conducted for each teacher. Adopting a case study design, the observation transcripts were analyzed with a focus on the teachers’ execution of the instructional objectives, instructional strategies, and technologies to teach writing as well as their assessment of learning. The results showed that the complex nature of writing pedagogy with TPACK-Writing as a construct was mediated by cultural factors such as an examination-oriented system and teacher-centered pedagogy. The results also suggested that the application of TPACK-Writing should involve a student-centered approach rather than a teacher-centered approach, which implies the need for teachers to acquire a high level of knowledge of learners and the instructional context to promote effective pedagogy.

Unravelling Teachers’ Beliefs about TPACK in Teaching Writing during the Covid-19 Pandemic

“…Indeed, they differ the presentation of subject matter was delivered by alternative options. It indicated that the aspect of technological knowledge seemed to be the challenging one (Aygün & Yavuz, 2020;Cheung & Jang, 2020). All teachers employed PowerPoint to portray the material.…”

“…In special cases, Indonesian educators frequently assess mainly in terms of language knowledge following a set of conventions largely derived from a sample or model of a certain writing genre. Cheung & Jang, (2020) observed that in teaching writing, the process of writing may not often be made explicit for students. Rather, the teacher often analyses the model for a particular type of writing, presents the main structures used in this model, and after that discusses with students what is required for the writing exercise that they will do as their homework.…”

“…The use of appropriate technologies and pedagogy is determined by content-specific subject matter. Given that little is known about the application of TPACK to the development of subject matter knowledge in language teaching (Cheung & Jang, 2020), this area is worthy of investigation.…”

“…König et al (2020) emphasized there is a need to investigate teaching in the pandemic era. Cheung & Jang (2020) added that teachers as participants should be comprehended about TPACK before the study will be conducted. Cox & Graham (2009) suggested that research about TPACK might broadly also involve a discussion of the context in which it took place, some of these examples are real and others are invented by the authors.…”

Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing

“…Several approaches, methods, and strategies have been utilized to teach ESL/EFL writing (Hyland, 2003). Cheung and Jang (2020) identified the interwoven quality of writing pedagogy with TPACK-Writing as a conception liaised by social issues, e.g., teacher-centered pedagogy and an examination-oriented system. Standing for the teachers' beliefs, teachers identify the TPACK framework as a stimulating effort to practice teaching writing.…”