Abstract
Education 4.0 is the inspiration of the Malaysia Education Blueprint 2015-2025 which is focusing on teaching and learning especially in terms of personalization of learning, quality education and learners as connectors, creators, and constructivist (Kementerian Pendidikan Malaysia, 2015). Pre-service teachers' mastery of the technological pedagogical content knowledge for teaching practice is deemed crucial in order for them to face the challenges apparent in the Industrial Revolution 4.0. The purpose of this study is to investigate how the mastery of TPACK assists the pre-service English teachers with their teaching practice. The research design was mainly qualitative. Four ESL pre-service teachers were selected using the purposive sampling method. Each teacher was observed five times over a period of twenty lessons. Non-participant observation was conducted during the teaching sessions. A checklist was used during the observation to ensure uniformity in the elements observed during each lesson. Findings of the study clearly revealed that the pre-service teachers have a substantial understanding and mastery of TPACK. The pre-service teachers revealed some effective technological pedagogical content knowledge strategies used for teaching purposes to capture students' interest to make learning more fun and meaningful.
Highlights
Education 4.0 is the inspiration of the Malaysia Education Blueprint [1] which is focusing on teaching and learning especially in terms of personalization of learning, quality education and learners as connectors, creators, and constructivists [1]
The pre-service teachers are aware of the technological knowledge they have to embed in their teaching
The findings revealed that the pre-service teachers have sufficient knowledge in all the four domains in TPACK
Summary
Education 4.0 is the inspiration of the Malaysia Education Blueprint [1] which is focusing on teaching and learning especially in terms of personalization of learning, quality education and learners as connectors, creators, and constructivists [1]. Pre-service teachers must equip themselves with the current technological, pedagogical, and content knowledge (TPACK) so that they can disseminate quality teaching to produce quality students in the future. Pre-service teachers must prepare teaching and learning materials in line with the learning outcomes. By doing so, they can design different sets of activities based on the students’ abilities [2]. Teacher education programs in Malaysia are responsible to redesign and rethink curriculum to make teaching more flexible and fun as pre-service teachers’ initial years at the schools are deemed important and critical. Teaching practice has been viewed as one of the major courses in most of the TESL teacher education programs in Malaysia but little focus is given in terms of the orientation, content and practice.
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