The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework

Syamdianita Syamdianita,Bambang Yudi Cahyono

doi:10.24815/siele.v8i2.19202

Abstract

This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials.

Highlights

Current demands for teachers’ knowledge are focused on the knowledge of the field of science they teach and the pedagogical knowledge related to principles and strategies in the classroom, but the teachers are supposed to manage useful teaching by using technology (Asad et al, 2020; Ghavifekr & Rosdy, 2015)
The integration of technology into a lesson plan that can be applied in the classroom provides students with a learning process that is close to their daily life experiences
Reflecting upon the background, the present study explored the process and challenges experienced by EFL Pre-service teachers (PTs) in designing and implementing teaching materials using Technological Pedagogical Content Knowledge (TPACK) through the Learning by Design (LBD) approach in the Indonesian context

Summary

Introduction

Current demands for teachers’ knowledge are focused on the knowledge of the field of science they teach and the pedagogical knowledge related to principles and strategies in the classroom, but the teachers are supposed to manage useful teaching by using technology (Asad et al, 2020; Ghavifekr & Rosdy, 2015). A number of studies have been conducted to demonstrate the evolution of the Technological Pedagogical Content Knowledge (TPACK) framework (Allan et al, 2010; Angeli & Valanides, 2009; Harris & Hofer, 2011; Jang & Tsai, 2013; Jimoyiannis, 2010; Koehler & Mishra, 2005; Koehler et al, 2007; Kohen & Kramarski, 2012) and TPACK instruments (Archambault & Crippen, 2009; Baser et al, 2015; Chai et al, 2010; Shin et al, 2009) These studies suggested that it would be unwise for the teachers to ignore technology or to leave it out of the classroom. One of the ways to integrate technology into the teaching and learning process in the classroom is by using the TPACK framework

Objectives

Methods

Discussion

Conclusion