Enhancing EFL Teachers' Technological Pedagogical Content Knowledge (TPACK) Competence through Reflective Practice

Autor/inn/en	Sari, Yunica Rhosiana; Drajati, Nur Arifah; So, Hyo-Jeong; Sumardi, Sumardi
Titel	Enhancing EFL Teachers' Technological Pedagogical Content Knowledge (TPACK) Competence through Reflective Practice
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 32 (2021) 1, S.117-133 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
DOI	10.15639/teflinjournal.v32i1/117-133
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Knowledge Level; Teacher Competencies; Teacher Workshops; Professional Development; Reflective Teaching; High School Teachers; Language Teachers; English (Second Language); Second Language Instruction; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Wissensbasis; Lehrkunst; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Indonesien
Abstract	This study examines how reflective practices can be an effective strategy in enhancing in-service teachers' Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development workshop. Data collected from their reflective journals and interviews were analyzed using thematic analysis. Findings from the interviews and teachers' reflective journal revealed three reflective practices: reflection in, on, and for action. Reflective practices helped the teachers to describe and articulate their own experiences in teaching, learn from enacted experiences in the classroom, and apply learned practices in subsequent teaching. This virtuous cycle indicates that reflective practice is an essential mechanism for EFL teachers to become proficient in integrating technology in their teaching practices. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01