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Research Article

Exploring the Impact of TPACK-based Teacher Professional Development (TPD) Program on EFL Teachers' TPACK Confidence and Beliefs

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.20 No.2 (2023.06)바로가기
  • 페이지
    pp.300-315
  • 저자
    Nur Arifah Drajati, Hyo-Jeong So, Hilda Rakerda, Ma’rifatul Ilmi, Hefy Sulistyawati
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A432418

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원문정보

초록

한국어
This research explicates the impacts of the English as Foreign Language (EFL) Teacher Professional Development (TPD) program for fostering EFL teachers' technological, pedagogical, and content knowledge (TPACK) competence. The TPD program included the scaffolding framework, co-designing lessons, reviewing lessons with peers and researchers, and implementing TPACK in a real classroom. This case study examines data from EFL teachers' diaries and interviews to explore the impacts of TPACK-based TPD on EFL teachers' confidence and beliefs about technology integration. Two main findings indicate: (1) TPACK-based TPD program provided positive impacts on EFL teachers' confidence and beliefs; (2) most EFL teachers developed their confidence and beliefs about TPACK during the lesson enactment in the real classrooms mainly influenced by their personal, vicarious, social, and cultural experiences. This study provides implications for TPD programs, school stakeholders, and EFL teachers' community in developing EFL teachers' confidence and beliefs in teaching supported by the TPACK framework. Studi ini memaparkan dampak dari program pengembangan profesionalitas guru (TPD) bagi guru Bahasa Inggris untuk meningkatkan kompetensi pengetahuan teknologi, pedagogi, dan konten (TPACK) guru bahasa Inggris. Program ini meliputi kerangka kerja, peninjauan pelajaran bersama rekan dan peneliti, dan menerapkan kerangka TPACK di dalam kelas masing-masing guru. Studi kasus ini meneliti data dari harian/diari guru bahasa Inggris dan sesi wawancara untuk mengeksplorasi dampak program tersebut pada kepercayaan dan keyakinan guru dalam mengintegrasikan teknologi. Studi ini menemukan dua temuan utama, yaitu: (1) program TPD yang berbasis pada kerangka TPACK memberikan dampak positif terhadap kepercayaan dan keyakinan guru bahasa Inggris; (2) Kepercayaan dan keyakinan guru bahasa Inggris tentang TPACK meningkat selama penerapan kerangka tersebut di dalam kelas yang mana hal tersebut dipengaruhi oleh pengalaman pribadi, pengalaman berkolaborasi dengan rekan, dan pengalaman terkait sosial-budaya mereka. Studi ini menyarankan agar program-program TPD, pemangku sekolah, dan komunitas guru bahasa Inggris dapat meningkatkan kepercayaan dan keyakinan guru bahasa Inggris dalam mengajar berbasis kerangka TPACK.

목차

Abstract
Introduction
Literature Review
TPACK for EFL Teachers
TPACK for Teacher Professional Development (TPD)
Teachers' Confidence and Beliefs in Technology Integration
Methods
Context and Participants
Data Collection and Analysis
Results and Discussion
Personal Experiences
Vicarious Experiences
Socio-Cultural Experiences
Conclusion and Implication
The Authors
References

키워드

Belief confidence Indonesian EFL teacher TPACK TPD

저자

  • Nur Arifah Drajati [ Universitas Sebelas Maret ]
  • Hyo-Jeong So [ Ewha Womans University ]
  • Hilda Rakerda [ Universitas Sebelas Maret ]
  • Ma’rifatul Ilmi [ Universitas Sebelas Maret ]
  • Hefy Sulistyawati [ Universitas Sebelas Maret ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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