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Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia

Research Article

TPACK-in Practice Model: Effects on EFL Students’ Professional Knowledge and Online Teaching Practices

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  • @INPROCEEDINGS{10.4108/eai.14-8-2021.2317611,
        author={Agatha  Lisa and Abdurrachman  Faridi and Dwi Anggani Linggar Bharati and Mursid  Saleh},
        title={TPACK-in Practice Model: Effects on EFL Students’ Professional Knowledge and Online Teaching Practices},
        proceedings={Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia},
        publisher={EAI},
        proceedings_a={ELTLT},
        year={2022},
        month={6},
        keywords={tpack-in practice model efl student teachers professional knowledge online learning teaching practices},
        doi={10.4108/eai.14-8-2021.2317611}
    }
    
  • Agatha Lisa
    Abdurrachman Faridi
    Dwi Anggani Linggar Bharati
    Mursid Saleh
    Year: 2022
    TPACK-in Practice Model: Effects on EFL Students’ Professional Knowledge and Online Teaching Practices
    ELTLT
    EAI
    DOI: 10.4108/eai.14-8-2021.2317611
Agatha Lisa1,*, Abdurrachman Faridi1, Dwi Anggani Linggar Bharati1, Mursid Saleh1
  • 1: Postgraduate of English Education Department, Universitas Negeri Semarang
*Contact email: agathalisa9@gmail.com

Abstract

In recent years, student teachers have been influenced by the new educational paradigm and the rapid technological developments. This has been seen especially in technological innovations and digitalization to facilitate learning. However, student teachers need to be digitally competent in using savvy techs to achieve the expected learning goals. Acquiring this essential skill requires teacher education programs, stakeholders, and education boards to provide free practical training, mini-workshops, and courses. This prepares students to face the rapidly-growing digital world and, more importantly to understand the post-pandemic pedagogy. Therefore, this mixed-method study examines the impact of the TPACK-in practice model on EFL student teachers’ professional knowledge. Additionally, it explores the impact of professional knowledge on student teachers’ experiences in using EdTech tools in online teaching. The learning model was designed to facilitate 48 final-year undergraduate students. It involved conceptual and practical knowledge guidelines in using various learning platforms and tools in virtual lessons. Quantitative and qualitative data were collected from closed-ended statements in the questionnaire, classroom observations, interviews, lesson plan reports, and reflective teaching journals. Overall results showed high student scores in each of seven professional knowledge components, implying a successful course implementation.

Keywords
tpack-in practice model efl student teachers professional knowledge online learning teaching practices
Published
2022-06-09
Publisher
EAI
http://dx.doi.org/10.4108/eai.14-8-2021.2317611
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