UPSI Digital Repository (UDRep)
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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 |
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