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Enhancing efl teachers’ technological pedagogical content knowledge (Tpack) competence through reflective practice

Title
Enhancing efl teachers’ technological pedagogical content knowledge (Tpack) competence through reflective practice
Authors
Sari Y.R.Drajati N.A.So H.-J.Sumardi
Ewha Authors
소효정
SCOPUS Author ID
소효정scopus
Issue Date
2021
Journal Title
Teflin Journal
ISSN
0215-773XJCR Link
Citation
Teflin Journal vol. 32, no. 1, pp. 117 - 133
Keywords
EFL teachersProfessional developmentReflective practiceTPACK
Publisher
Association for the teaching of English as a Foreign Language in Indonesia
Indexed
SCOPUS scopus
Document Type
Article
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 teacher’s 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. © 2021, Association for the teaching of English as a Foreign Language in Indonesia. All rights reserved.
DOI
10.15639/teflinjournal.v32i1/117-133
Appears in Collections:
사범대학 > 교육공학과 > Journal papers
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