The Integration of TPACK Framework in Field Experience Assessment Instruments for Pre-Service English Teachers in Indonesia

Syifa Fadhilah Hamid; Andri Kurniawan; Isnaniah Isnaniah

doi:10.24853/elif.5.2.99-118

The Integration of TPACK Framework in Field Experience Assessment Instruments for Pre-Service English Teachers in Indonesia

Syifa Fadhilah Hamid, Andri Kurniawan, Isnaniah Isnaniah

Abstract

The effective use of technology in teaching process relies on the ability of teachers to develop knowledge using various technologies which appropriate to their content and pedagogical skills (Mouza, 2016). This knowledge is amalgamated into a framework called TPACK (Technology, Pedagogy, Content, Knowledge) which teachers have widely used to develop effective teaching using technology. Thus, this framework is used to assess pre-service teachers in global practices of educational context. Hence, this study aimed to explore the extent to which TPACK frameworks are integrated into the field experience assessment instruments in Indonesia. A qualitative content analysis research method and design were used in this study. There are 70 formulated indicators used to analyze the data (statements: words, phrases, and sentences). Data source of this study was 6 assessment instruments of field experience practice from 6 different universities around Indonesia. The result found that 27 out of 70 indicators were integrated into all components of the assessment instrument: Teaching Practice, Lesson Planning, Social Competence, Personality Competence, and Implementation Report. The domain of TPACK that integrated the most is Pedagogical Competence (PK). In contrast, none of the TCK and TPCK domain indicators were integrated into the field experience assessment components of pre-service English teachers in Indonesia.

Keywords

Assessment Instrument; Pre-Service English Teachers; TPACK Framework

References

Aisyah, A., & Wicaksono, B. H. (2018). Pre-Service Teachers’ Belief on Professional Development: A study on ESP Teacher. A Journal of Culture English Language Teaching Literature & Linguistics, 5(2), 8. https://doi.org/10.22219/celticumm.vol5.no2.8-17

Andini, D., Sulistyaningrum, S. D., & Darmahusni. (2019). Designing Ict Competences-Integrated Assessment Instruments of English Language Assessment and Language Assessment Instrument Development of English Language Education Study Program. Ijlecr - International Journal of Language Education and Culture Review, 5(1), 26–35. https://doi.org/10.21009/ijlecr.051.03

Ardiyansah, T. Y. (2021). PRE- SERVICE TEACHERS ’ PERCEIVED READINESS IN TEACHING ONLINE IN INTERNATIONAL. 8(1), 90–102. https://doi.org/10.22219/celtic.v8i1.16456

Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001

Billingsley, G. M., & Scheuermann, B. K. (2014). Using Virtual Technology to Enhance Field Experiences for Pre-Service Special Education Teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(3), 255–272. https://doi.org/10.1177/0888406414530413

Cakiki, D. (2016). The Correlation among EFL Learners ’ Test Anxiety , Foreign Language Anxiety and Language Achievement. 9(8). https://doi.org/10.5539/elt.v9n8p190

Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science and Technological Education, 34(2), 237–251. https://doi.org/10.1080/02635143.2016.1144050

Celce-Murcia, M. (2014). Teaching English as a Second or Foreign Language (4rd Edition). http://www.tesl-ej.org/wordpress/issues/volume5/ej20/ej20r4/7/

Dash, C. (2012). The Role of Information and Communication Technology ( ICT ) in Higher Education for the 21st Century. The Science Probe, Vol. 1 No., 30–40.

Fadhilah Hamid, S., & Sulistyaningrum, S. D. (2019). Designing Ict Competences – Integrated Syllabuses of Speaking Courses (Design and Development Study of English Language Education Program Syllabuses). Ijlecr - International Journal of Language Education and Culture Review, 5(1), 1–13. https://doi.org/10.21009/ijlecr.051.01

Guerriero, S. (2017). Teachers’ pedagogical knowledge: What it is and how it functions (pp. 99–118). https://doi.org/10.1787/9789264270695-6-en

Harvey, D. M., & Caro, R. (2017). Building TPACK in Preservice Teachers Through Explicit Course Design. TechTrends, 61(2), 106–114. https://doi.org/10.1007/s11528-016-0120-x

Healey, D. (2008). TESOL Technology Standards: Description, Implementation, Integration. Teachers of English to Speakers of Other Languages, Inc. (TESOL).

ISTE. (2008). The International Society for Technology in Education (ISTE) Standards for Teachers.

Kwangsawad, T. (2016). Examining EFL Pre-service Teachers’ TPACK trough Self-report, Lesson Plans and Actual Practice. Journal of Education and Learning., Vol. 10((2)), 103-108.

Luis Banegas, D. (2020). Content Knowledge in English Language Teacher Education. Content Knowledge in English Language Teacher Education, February. https://doi.org/10.5040/9781350084650

Moore, R. (2003). Reexamining the field experiences of preservice teachers. Journal of Teacher Education, 54(1), 31–42. https://doi.org/10.1177/0022487102238656

Mouza, C. (2016). Developing and Assessing TPACK Among Pre-Service Teachers: A Synthesis of Research. In P. M. Mary C. Herring, Matthew J. Koehler (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (pp. 169–186). Routledge.

Öz, H. (2015). Assessing pre-service english as a foreign language teachers’ technological pedagogical content knowledge. International Education Studies, 8(5), 119–130. https://doi.org/10.5539/ies.v8n5p119

Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425–439. https://doi.org/10.1111/j.1365-2729.2011.00447.x

Politeknik Utama, M. (2018). Buku Pedoman Program Pengalaman Lapangan Jurusan: Pendidikan Bahasa Inggris.

Richards, J. (2011). Competence and Performance in Language Teaching. Cambridge Press University.

Rosyid, A. (2016). Technological Pedagogical Content Knowledge: Sebuah Kerangka Pengetahuan Bagi Guru Indonesia Di Era MEA. Prosiding Seminar Nasional Inovasi Pendidikan Inovasi Pembelajaran Berbasis Karakter Dalam Menghadapi Masyarakat Ekonomi ASEAN, 446–454.

Safitri, N. T., Melati, Mukminin, A., & Hidayat, M. (2020). Exposing english teachers’ pedagogical content knowledge: A case of english language teaching practises in Indonesia. International Journal of Scientific and Technology Research, 9(3), 850–854.

Sarıçoban, A., Tosuncuoğlu, I., & Kırmizi, Ö. (2019). A technological pedagogical content knowledge (TPACK) assessment of pre_service EFL teachers learning to teach English as a foreign language. Journal of Language and Linguistic Studies, 15(3), 1122–1138. https://doi.org/10.17263/jlls.631552

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544

Shulman, L. S. (1987). Knowledge and Teaching : Foundations of the New Reform. Harvard Educational Review, 57(1), 1–22.

Spencer, P. (2011). Surviving Your Teaching Practice. Mc Graw Hill: Open University Press.

Tilbury, D. (2011). Education for sustainable development: An expert review of processes and learning. Unesco, 132. http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Education+for+sustainable+development+An+expert+review+of+processes+and+learning#0

Tomei, L. (2005). Taxonomy for the Technology Domain. Yurchak Printing Inc.

Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/10.1111/bjet.12380

UNESCO. (2011). ICT Competency Framework for Teachers.

Voss, T. (2004). Teachers ’ general pedagogical / psychological knowledge : Conceptualization and test construction. June, 746.

Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice Teachers’ TPACK Development: A Review of Literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039

Wilson, V. (2011). A content analysis of librarianship research. Evidence Based Library and Information Practice, 6(4), 177–179. https://doi.org/10.1177/01655515 04044668

Xu, Y., & He, L. (2019). How Pre-service Teachers’ Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy. Frontiers in Education, 4(December), 1–16. https://doi.org/10.3389/feduc.2019.00145

Yahya, S. A., Mansor, R., & Abdullah, M. H. (2017). Analysis of Teaching Practice Assessment Methods for Pre-Service Teachers. International Journal of Academic Research in Business and Social Sciences, 7(3), 890–903. https://doi.org/10.6007/IJARBSS/v7-i3/2957

DOI: https://doi.org/10.24853/elif.5.2.99-118