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Type :thesis
Subject :LB Theory and practice of education
Main Author :Mohd Faisal Farish Ishak
Title :ESL teachers TPACK domains in an online digital tools and flipped classroom course
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This study explored the TPACK domains of English language teachers in an online course  about  digital  tools  and  flipped  classroom.  The  study  aimed  to  analyse  the TPACK   domains  that  appeared  in  teachers’  interaction  with  the  online  learning artefacts.   Seeking  to  address  gaps  in  the  research,  this  qualitative  study  utilised phenomenology  methodology to explore in-depth the teachers’ TPACK development phenomenon. The instruments used  for the purpose were online discussion post, online quiz,  activity  plan,  digital  learning   products,  reflective  journals,  lesson  plans,  video recorded lesson and semi-structured  interview. This study selected 2 in-service English language teachers through purposive sampling.  The results showed that the emergence of TPACK domains among teachers could be classified in the  form of 4 main categories such   as   Resided   Knowledge,   Added   Knowledge,   Modified    Knowledge   and Aggrandised Knowledge. In addition, the emergence of the TPACK domains resulting  from the interaction of teachers with the research instruments showed a phenomenon that  could  be   described  through  a  framework  labeled  as  'Augmented  TPACK'.  In conclusion,  this  study   showed  teachers’  TPACK  could  be  futher  developed  through professional development courses by  utilising TPACK as the basic framework for the courses   offered.   This   study   also   suggested    a   matrix   of   TPACK   Professional Development  Course  Package.  The  matrix  implicated   online  module  design  and development for in-service English language teachers.  

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