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Type :thesis
Subject :LB Theory and practice of education
Main Author :A\'tiah Sakinah Abdul Rahman
Title :A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This study aims to investigate a case study using the TPACK framework as a tool to evaluate a TESL pre-service teachers education programme. A qualitative approach with a case study design was selected for this study to examine the TPACK competencies level among pre-service teachers. In addition, the study is intended to explore the TESL pre-service teachers TPACK learning experiences in technology courses as well as to investigate on how TPACK has been integrated by TESL preservice teachers in their pedagogical skills. The data was collected using a questionnaire, observation of pre-service teachers, focus group interviews with the preservice teachers and lecturers teaching the technology course, and document analysis of course instructional planning. A class of thirty TESL pre-service teachers in a teacher education programme was chosen as the participants of the study using the purposive sampling method. The findings showed that TESL pre-service teachers are competent and had an average level of TPACK competencies. The findings from the interviews showed that pre-service teachers had the meaningful learning experience via active learning in which they had hands on teaching experience by bringing their own device. Furthermore, the TESL pre-service teachers has applied TPACK in developing the pedagogical skills through the use of technology integration of language content and pedagogical content knowledge. The study implicates that teacher education programmes should integrate the TPACK knowledge through technological courses. Pre-service teachers also are encouraged to equip themselves with Technological Pedagogical Content Knowledge (TPACK). It is essential in fostering pedagogical improvement for education in twenty-first-century learning. It involves using technology that has identified ICT-based learning as a standard element across all twenty-first-century knowledge frameworks.

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