UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :PE English
Main Author :Mohd Zulkharnain Mohd Kasim
Title :Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Notes :Pedagogi
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
The study investigates pre-service teachers’ perceptions of TPACK in teaching English Language and identifies the challenges faced by the pre-service teachers during their practicum in term of teaching and learning. A qualitative research approach was used in this study. The methods for gathering data were classroom observations, semistructured interviews, and document analysis. Four English as a Second Language (ESL) pre-service teachers were selected using the purposive sampling method. Four pre-service teachers who were in their final year did their practicum in two different schools in Shah Alam. Each teacher was observed five times over a period of twenty lessons. Non-participant observation was conducted during the teaching sessions. A checklist was used during the observation to ensure uniformity in the elements observed during each lesson. The findings of this study revealed that the pre-service teachers were all equipped with the three knowledge domains in TPACK namely Technological Knowledge, Pedagogical Knowledge and also the Content knowledge. Another significant finding was that the opportunities given were different from each school, therefore the chances of applying their knowledge on the three domains relied on the facilities and opportunities provided by the schools. In conclusion, the study showed that the pre-service teachers have a substantial understanding and mastery of TPACK. The pre-service teachers revealed some effective technological pedagogical content knowledge strategies used for teaching purposes to capture students’ interest to make learning more fun and meaningful. The implication of this study is that the pre-service teachers will have an overview about the challenges and whether or not it is necessary for them to acquire TPACK on the quest of being a good teacher.

References

Alayyar, G. M., Fisser, P. & Voogt, J. (2012). Developing Technological

Pedagogical Content Knowledge in pre-service science teachers: Support from

Blended Learning. Australasian Journal of Educational Technology, 28(8), 1298-

1316.

 

Angen, M. J. (2000). Evaluating interpretive in-quiry: Reviewing the validity

debate and open-ing the dialogue. Qualitative Health Research, 10(3), 378–395.

 

Bauersfeld, H. (1995). ‘Language Games’ in the mathematics classroom: Their

function and their effects. In P. Cobb & H. Bauersfeld (Eds.), The Emergence of

Mathematical Meaning: Interaction in Classroom Cultures (pp. 211-292). Hillsdale,

NJ: Lawrence Erlbaum.

 

Bantram, B & Bailey, C. (2009). Different students, same differences? A

comparison of UK and international students’ understanding of ‘effective teaching’.

Active Learning in Higher Education, 10(2), 172-184.

 

Baylor, A. L. & Ritchie, D. (2002). What factors facilitate teacher skill, teacher

morale, and perceived student learning in technology-using classrooms? Computers

and Education 39, 395-414.

 

Berber, D. & Erdem, A. (2015). An investigation of Turkish pre-service

teachers’ technological, pedagogical and content knowledge. Computers, 4(3), 234-

350.

 

Berliner, D. C. (2004). If the underlying premise for No Child Left Behind is

false, how can that act solve our problems? In Goodman, K., Shannon, P., Goodman,

Y. & Rapoport, R. (Eds.), Saving Our Schools. Berkeley, CA: RDR Books

 

Blanton, L.P., Sindelar, P.T. & Correa, V.I. (2006). Models and measures of

beginning teacher quality. Journal of Special Education, 40(2), 115-127.

 

Bogdan, R. & Biklen, S. K. (2003). Qualitative Research for Education: An

Introduction to Theories and Methods (5th Ed.). Salford: Pearson.

 

Brown, D. & Warschauer, M. (2006). From the University to the Elementary

Classroom: Students' Experiences in Learning to Integrate Technology in Instruction.

Journal of Technology and Teacher Education, 14(3), 599-621.

 

Chai, C. S., Hwee, J., Koh, L. & Tsai, C. (2010). Facilitating Preservice

Teachers Development of Technological, Pedagogical, and Content Knowledge

(TPACK), Educational Technology & Society, 13(4), 63-73.

 

Chai, C. S., Koh, J. H. L. & Tsai, C. C. (2013). A Review of Technological

Pedagogical Content Knowledge. Educational Technology and Society, 16(2), 31-51.

http://doi. org/10.1111/j.1365-2729.2010.00372.x.

 

Cherry, K. (2016). Differences of Extrinsic and Intrinsic Motivation.

Retrieved from: https://www.verywell.com/differences-between-extrinsic-andintrinsic-

motivation- 2795384

 

Chew, C. M., Lim, C. S., Wun, T. Y. & Lim, H. L. (2012). Effect of lesson

study on pre- service secondary teachers' technological pedagogical

content knowledge. In Proceedings of the Seminar Kebangsaan Majlis Dekan

Pendidikan IPTA, Universiti Teknologi Malaysia, Johor, Malaysia.

 

Choy, D., Wong, A. F. L. & Gao, P. (2009). Student teachers’ intentions

and actions on integrating technology into their classrooms during student

teachings. Journal of Research on Technology in Education, 42(2), 175-195.

 

Cimermanova, I. (2013). Primary School Education and Computer Assisted

English Language Learning. Journal of Arts and Humanities, 2(11), 44-52.

 

Clandinin, D.J. & Connelly, F.M. (2000). Narrative Inquiry: Experience

and Story in Qualitative Research. San Francisco: Jossey-Bass.

 

Cochran-Smith, M. (2004a). Taking stock in 2004: Teacher Education in

dangerous times. Journal of Teacher Education, 55(1), 3-7.

 

Colvin, J. C. & Tomayko, M. C. (2015). Putting TPACK on the radar: A

visual quantitative model for tracking growth of essential teacher knowledge.

Contemporary Issues in Technology and Teacher Education, 15(1), 68-84.

 

Coon, D. & Mitterer, J. O. (2010). Introduction to Psychology: Gateways to

Mind and Behavior with Concept Maps. Belmont, CA: Wadsworth.

 

Corbin, J. & Strauss, A. (2007). Basic of Qualitative Research: Techniques

and Procedures for Developing Grounded Theory (3rd Ed.). Thousand Oaks, CA:

Sage.

 

Corkett, J. & Benevides, T. (2015). Pre-service teachers’ perceptions of

technology and multiliteracy within the inclusive classroom. International Journal of

Psychology and Educational Studies, 2(2), 35-46.

 

Costley, K. C. (2014). The Positive Effects of Technology on Teaching and

Student Learning. Retrieved from: https://files.eric.ed.gov/fulltext/ED554557.pdf

 

Creswell, J. W. (2002). Qualitative research. In Miller, D. C. & Salkind,

N. J. (Eds), Handbook of Social Research (pp. 143-184). Thousands Oaks, CA:Sage.

 

Creswell, J. W. (2007). Five qualitative approaches to inquiry. In Creswell, J.

W. (Ed.), Qualitative Inquiry & Research Design: Choosing among Five Approaches

(pp. 53-84). Thousand Oaks: Sage Publications.

 

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing

among five approaches (3rd edition). Los Angeles: SAGE.

 

Danielson, C. (2007). Enhancing Professional Practice: A framework for

Teaching. New Jersey: Association for Supervision & Curriculum Development.

 

Dawes, L. (2001). What stops teachers using new technology? In Leask, M.

(Ed.), Issues in Teaching using ICT (pp. 61-79). London: Routledge.

 

Deci, E.L. & Ryan, R. M. (1975). Intrinsic motivation. New York: Plenum

Press. Farrant, J. S. (1980). Principles and Practice of Education (2nd Ed.). Essex:

Longman.

 

Farrell, T. (2007). Failing the practicum: Narrowing the gap between

expectations and reality with reflective practice. TESOL Quarterly, 41(1), 193-201.

 

Feiman-Nemser, S. (2001). From preparation to practice: Designing a

continuum to strengthen and sustain teaching. Teachers College Record, 103(6),

1013–1055.

 

Foo, B. & Richards, C. (2004). English in Malaysia. Regional Language

Centre Journal, 35(2), 229-240. Retrieved from:

http://rel.sagepub.com/content/35/2/229

 

Gao, P., Tan, S. C., Wang, L., Wong, A. & Choy, D. (2011). Self reflection

and pre- service teachers’ technological pedagogical knowledge: promoting earlier

adoption of student-centred pedagogies. Australasian Journal of Educational

Technology, 27(6), 997-1013.

 

Gardner, H. (2010). Multiple Intelligences. Retrieved from:

http://www.Howard gardner.com/MI/ mi.html

 

Gilham, B. (2000). Case Study Research Methods (Real World Research):

6. London: Bloomsburry Publishing.

 

Goh, P. & Matthews, B. (2011). Listening to the concerns of student teachers

in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(3).

Retrieved from: http://dx.doi.org/10.14221/ajte.2011v36n3.2

 

Gökçearslan, S., Karademir, T. & Korucu, A. T. (2016). Pre-service Teachers’

Level of Web Pedagogical Content Knowledge: Assessment by Individual

Innovativeness. Journal of Educational Computing Research, 55(1), 70-94.

 

Green, T. F. (1964). A topology of the teaching concept. Studies in

Philosophy and Education, 3, 284-391. Doi: 10.1007/BF00375980.

 

Hall, G. E., Quinn, L. F. & Goolnick, D. M. (2008). The Joy of Teaching:

Making a Difference in Student Learning (1st Ed.). New York: Pearson College Div.

 

Harris, D. N. & Sass, T. R. (2011). Teacher training, teacher quality and

student achievement. Journal of Public Economics, Elsevier, 95(7-8), 798-812.

Retrieved from: https://ideas.repec.org/a/eee/pubeco/v95y2011i7-8p798-812.html

 

Harris, J., Mishra, P. & Koehler, M. (2009). Teachers’ technological

pedagogical content knowledge and learning activity types: curriculum-based

technology integration reframed. Journal of Research on Technology in Education,

41(4), 393-416.

 

Hasniza Nordin, Niki Davis & Tengku Faekah Tengku Arififin (2013). A Case

Study of Secondary Pre-Service Teachers’ Technological Pedagogical and Content

Knowledge Mastery Level. Procedia-Social and Behavioral Sciences, 103, 1-9.

 

Hasniza Nordin & Tengku Faekah Tengku Ariffin. (2016). Validation of A

Technological Pedagogical Content Knowledge Instrument in a Malaysian Secondary

School Context. Malaysian Journal of Learning and Instruction (MJLI), 13, 1-24.

 

Hellawell, D. (2006). Inside-out: Analysis of the insider– outsider concept as a

heuristic device to develop reflexivity in students doing qualitative research.

Teaching in Higher Education, 11(4), 483–494.

 

Jimoyiannis, A. (2010). Designing and implementing an integrated

technological pedagogical science knowledge framework for science teachers’

professional development. Computers & Education, 55(3), 1259-1269.

 

Jita, T. (2016). Pre-service Teachers’ Competence to Teach Science

Through and Communication Technologies in South Africa. Perspectives in

Education, 34(3), 15-28. Doi: 10.18820/2519593X/pie.v34i3.2

 

Jones, S. R. (2002). (Re)Writing the word: Meth- odological strategies and

issues in qualitative research. Journal of College Student Development, 43(4), 461–

473.

 

Jones, A., Harlow, A. & Cowie, B. (2003). Teachers' experiences in

implementing the New Zealand Technology Curriculum. Technology Teacher, 63(2),

24.

 

Khader, D. F. (2012). The Malaysian experience in developing national

identity, multicultural tolerance and understanding through teaching curricula:

Lessons learned and possible applications in the Jordanian context. International

Journal of Humanities and Social Science, 2(1), 270-288.

 

Khan, S. (2011). New pedagogies on teaching science with computer

simulations.

Journal of Science Education & Technology, 20(3), 215-232. Doi: 10.1007

/s10956-010-9247-2

 

Kini, T. & Podolsky, A. (2016). Does teaching experience increase teacher

effectiveness? A review of the research (research brief). Palo Alto, CA: Learning

Policy Institute. Retrieved from: https://learningpolicyinstitute.org/product/brief-doesteaching-

experience-increase-teacher-effectiveness-review-research

 

Koehler, M. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee

on Innovation and Technology (Ed.), Handbook of Technological Pedagogical

Content Knowledge (TPCK) For Educators (pp. 3-29). London: Routledge.

 

Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content

Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-

70.

 

Koh, J. H. L., Chai, C. S. & Tsai, C. C. (2013). Examining practicing teachers’

perceptions of technological pedagogical content knowledge (TPACK) pathways: A

structural equation modeling approach.Instructional Science, 41(4), 793–809.

http://doi.org/10.1007/s11251-012-9249-y

 

Krashen, S. D. 1982. Principles and practice in second language acquisition.

http://www.sdkrashen.com/Principles_and_Practice/Principles_and_Practice.pdf.

 

Laffey, J. (2004). Appropriation, mastery, and resistance to technology in

early childhood preservice teacher education. Journal of Research on Technology in

Education, 36 (4),361-382.

 

Lambert, J. & Gong, Y. (2010). 21st century paradigms for pre-service

teacher technology preparation. Computers in the Schools, 27, 54-70. doi:

10.1080/07380 560903536272.

 

Lau, T. L. (2013). Opportunities and Challenges Faced by Private Higher

Education Institution Using the TPACK Model in Malaysia. Procedia – Social and

Behavioral Sciences, 91(10), 294-305.

 

Lee, M. H. & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy

and technological pedagogical content knowledge with respect to educational use of

the World Wide Web. Instructional Science, 38(1), 1–21.

http://doi.org/10.1007/s11251

-008-9075-4.

 

Lefebvre, S., Deaudelin, D. & Loiselle, J. (2006). ICT implementation stages

of primary school teachers: The practices and conceptions of teaching and learning.

Paper presented at the Australian Association for Research in Education National

Conference, Adelaide, Australia.

 

Lian, L. H. & Budin, M. B. (2014). Investigating the relationship between

English language anxiety and the achievement of school based Oral English Test

among Malaysian Form Four students .International Journal of Learning, Teaching

and Educational Research, 2(1), 67-79.

 

Marshall, C. & Rossman, G. B. (2010). Designing Qualitative Research (5th

Ed.). Thousand Oaks, CA: Sage.

 

Moutakas, C. (1994). Phenomenological Research Methods. Thousand Oaks,

CA: Sage. Merriam, S. B. (1998). A Case Study Research in Education: A

Qualitative Approach

Qualitative (2nd Ed.) San Francisco: Jossey-Bass.

 

Merriam, S. B. (2009). Qualitative Research: A Guide to Design and

Implementation. San Francisco, CA: Jossey- Bass.

 

Merton, R. (1972). Insiders and outsiders: A chapter in the sociology of

knowledge. American Journal of Sociology, 78(1), 9–47.

 

Ministry of Education, (2013). Malaysia Education Blueprint 2013-2025.

Percetakan Nasional Malaysia Berhad: Kuala Lumpur.

 

Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content

knowledge: A framework for teacher knowledge. Teachers College Record, 108(6),

1017–1054. http://doi.org/10.1111/j.1467-9620.2006.00684.x.

 

Muhammad Kamarul Kabilan & Raja Ida Raja Izzaham. (2008). Challenges

Faced and the Strategies Adopted by a Malaysian English Language Teacher during

Teaching Practice. English Language Teaching, 1(1), 87-95.

 

Muniandy, B. & Veloo, S. (2011). Managing and Utilizing Online Video Clips

for Teaching English Language : Views of TESOL Pre Service Teachers. IPEDR,

13(3), 173–178.

 

Muniandy, B. & Veloo, S. (2011). Views of Pre service Teachers in Utilizing

Online Video Clips for Teaching English Language. International Journal of Social

Science and Humanity, 1(3), 224-228

 

Murugudu, S. & Digumarti, B. R. (2007). Values of Prospective Teachers.

Delhi: Discovering Publishing House.

 

Ndanu, M. C. & Syombua, M. J. (2013). Mixed methods research: The

hidden cracks of the Triangulation Design. General Education Journal, 4(2), 46-67.

 

Niess, M. L. (2005). Preparing teachers to teach science and mathematics

with Technology: Developing a technology pedagogical content knowledge.

Teaching and Teacher Education, 21(5), 509-523.

 

Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R.,

Johnston, C., et al. (2009). Mathematics teacher TPACK standards and development

model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.

 

Nikian, S., Faizah Mohamad Nor & Marzila A.Aziz. (2013). Malaysian

teacher’s perception of applying technology in the classroom. Procedia - Social and

Behavioral Sciences, 103, 621-627.

 

Nightingale, P. (2014). What is Technology? Six Definitions and Two

Pathologies. SSRN Electronic Journal. DOI: 10.2139/ssrn.2743113

 

Ong, S.K., Ros, A.S., Azlian, A.A., Sharnti, K., & Ho, L.C. (2004). Trainee

teachers’ perceptions of the school practicum. Paper presented at the conference of the

National Seminar on English Language Teaching. Bangi, Malaysia.

 

Öztürk, I. H., & Onsekiz, Ç. (2012). Wikipedia as a teaching tool for

technological pedagogical content knowledge (TPCK) development in pre-service

history teacher education. Educational Research and Review, 7(7), 182–191.

Retrieved from: http://doi. org/10.5897/ERR11.277

 

Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd Ed.).

Thousand Oaks, CA: Sage.

 

Piaget, J. (1971). Biology and Knowledge: An Essay on the Relations Between

Organic Regulations And Cognitive Processes. (B. Walsh, Trans.) Chicago: The

University of Chicago Press. (Original work published in 1967)

 

Piaget, J. (2016). Constructivism (learning theory ) Constructivist theory. History,

2016.

 

Plair, S. (2008). Revamping professional development for technology

integration and fluency. The Clearing House, 82(2), 70-74.

 

Polly, D., Mims, C., Shepherd, C. E. & Inan, F. A. (2010). Evidence of

impact: Transforming teacher education with preparing tomorrow's teachers to teach

with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.

 

Raman, A. (2014). TPACK Confidence of Pre-Service Teachers in Universiti

Utara Malaysia. Mediterranean Journal of Social Sciences, 5(22), 167–175. Retrieved

from: http://doi.org/10.5901/mjss.2014.v5n22p167

 

Redmond, P. & Peled, Y. (2015). An International Investigation of TPACK.

Retrieved from: https://eprints.usq.edu.au/26971/1/Redmond_Peled_AV.pdf

 

Ritchie, J. & Lewis, J. (Eds.) (2003). Qualitative research practice: A Guide

for Social Science Students and Researchers. London: SAGE Publication.

 

Santibanez, L. (2006). Why we should care if teachers get A’s: Teacher test

scores and students achievement in Mexico. Economics of Education Review, 25(5),

510-520.

 

Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M. & Shin, T.

(2010). Technological pedagogical content knowledge (TPACK): the development

and validation of an Assessment Instrument for preservice teachers. Journal of

Research on Technology in Education, 42, 123–149.

 

Shively, C. T. & Yerrick, R. (2014). A case for examining pre-service teacher

preparation for inquiry teaching science with technology. Research in Learning

Technology, 22(1063519), 1–13. Retrieved from: http://doi.org/10.3402/rlt.v22.21691

 

Shulman, L. S. (1986). Those who understand: Knowledge growth in

teaching.

Educational Researcher, 15(2), 4-14.

 

Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage.

 

Stroot, S., Keil, V., Steadman, P., Lohr, L., Faust, R., Schincariod-Randall, et

al. (1998). Successful Teacher Performance. Columbus, OH: Ohio Department of

Education. Retrieved from: http:// education.utoledo.edu/par/Successful.html

 

Strudler, N., Archambault, L., Bendixen, L., Anderson, D. & Weiss, R. (2003).

Project THREAD: Technology helping restructure educational access and delivery.

Educational Technology Research and Development, 51(1), 39-54.

 

Tantrarungroj, P. & Suwannatthachote, P. (2012). Enhancing Pre-service

Teacher’s Self- efficacy and Technological Pedagogical Content Knowledge in

Designing Digital Media with Self-Regulated Learning Instructional Support in

Online Project- Based Learning. Creative Education, 3(08), 77-81.

 

Tellis, W. M. (1997). Application of a Case Study Methodology. The

Qualitative Report, 3(3), 1-19. Retrieved from http://nsuworks.nova.edu/tqr/vol3/iss3/1

 

Teo, T. (2009). Modelling technology acceptance in education: A study of preservice

teachers. Computers & Education, 52, 302-312.

doi:10.1016/j.compedu.2008.08. 006

 

Tichenor, M. S. & Tichenor, J. M. (2005). Understanding teachers’

perspectives on professionalism. The Professional Educator, XXVII(1&2), 89-95.

Retrieved from: https://files.eric.ed.gov/fulltext/EJ728484.pdf

 

Van Teijlingen, E. & Hundley, V. (2001). The importance of Pilot Study.

Nursing standard: official newspaper of the Royal College of Nursing, 16(40), 33-6.

 

Weick, K. E., Sutcliffe, K. M. & Obstfeld, D. (2005). Organizing and the

process of Sense making. Organization Science, 16, 409-421.

 

Wessels, S., Holmes, M. & Herrera, S. (2011). The Role of Preservice

Teachers’ Meaning Perspectives and Schemes in a Study Abroad Experience.

Multicultural Learning and Teaching, 6(2), 1-24. Retrieved from:

https://core.ac.uk/download/ pdf/188086018.pdf

 

Willis, J., (2007). Brain-Friendly Strategies for the Inclusion Classroom.

Alexandria, VA: Association for Supervision & Curriculum Development.

 

Wolcott, H.F. (2008). Ethnography: A Way of Seeing (2nd Ed.). Walnut Creek,

CA: Altamira.

 

Yin, R. K. (2003). Case Study Research: Designs and Methods (3rd Ed.).

Thousand Oaks: Sage Publications Inc.

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)