Abstract
Technological Pedagogical and Content Knowledge (TPACK) is one of today’s frameworks that integrates technology in the teaching and learning process. However, little research has been done related to the investigation of in-service teachers’ TPACK, specifically in English language classroom setting. Therefore, this study aims at exploring TPACK in English language classroom from the prespectives of in-service English teachers. Qualitative case study was involved as the approach of the study. The researchers utilized the triangulation of data sources including interview, observation, and document to get the data from in-service English teachers’ as the respondents of the study. The data acquired were then transcribed verbatim and analyzed using thematic analysis. The current study shows that there are three main themes as findings comprising English teachers’ understanding toward TPACK, the process of acquiring TPACK, and the English teachers’ challenges toward TPACK. The English teachers had a diverse understanding pertaining TPACK, and they owned various strategies in acquiring TPACK. However, the teachers faced challenges in implementing TPACK. This study migh have implications in providing the direction of English teachers’ professional development.
Highlights
Technological Pedagogical and Content Knowledge (TPACK) is one of today’s frameworks that integrates technology in the teaching and learning process
Taopan et al, (2020) defined technological pedagogical and content knowledge (TPACK) as a structure to describes the knowledge of the teachers
This study aims at exploring TPACK in English language classroom setting from the perspectives of in-service English teachers
Summary
Technological Pedagogical and Content Knowledge (TPACK) is one of today’s frameworks that integrates technology in the teaching and learning process. The implementation of technology in the teaching process is more than just the use of the software and the hardware It requires the knowledge of the teachers, their pedagogical and technological aspects Technology, pedagogy, and content knowledge for English teachers provide a concept that can be applied in the process of learning and teaching. Applying technology in teaching and learning process is one of several difficulties dealing with the teachers’ professional development. They enlarge the capability for detecting the chances that they can operate for making students’ comprehension forward When teachers maximize their knowledge to increase student learning, they are appealing in effectual implementation
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
