UPSI Digital Repository (UDRep)
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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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