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

Yunica Rhosiana Sari, Nur Arifah Drajati, Hyo Jeong So, Sumardi

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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.

Original languageEnglish
Pages (from-to)117-133
Number of pages17
JournalTeflin Journal
Volume32
Issue number1
DOIs
StatePublished - Jan 2021

Keywords

  • EFL teachers
  • Professional development
  • Reflective practice
  • TPACK

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