ESL teachers TPACK domains in an online digital tools and flipped classroom course
This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitat...
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Universiti Pendidikan Sultan Idris |
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LB Theory and practice of education |
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LB Theory and practice of education Mohd Faisal Farish Ishak ESL teachers TPACK domains in an online digital tools and flipped classroom course |
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This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitative study utilised phenomenologymethodology to explore in-depth the teachers TPACK development phenomenon. The instruments usedfor the purpose were online discussion post, online quiz, activity plan, digital learningproducts, reflective journals, lesson plans, video recorded lesson and semi-structuredinterview. This study selected 2 in-service English language teachers through purposive sampling.The results showed that the emergence of TPACK domains among teachers could be classified in theform of 4 main categories such as Resided Knowledge, Added Knowledge, Modified Knowledge and Aggrandised Knowledge. In addition, the emergence of the TPACK domains resultingfrom the interaction of teachers with the research instruments showed a phenomenon that could bedescribed through a framework labeled as 'Augmented TPACK'. In conclusion, this studyshowed teachers TPACK could be futher developed through professional development courses byutilising TPACK as the basic framework for the courses offered. This study also suggested a matrix of TPACK Professional Development Course Package. The matrix implicatedonline module design anddevelopment for in-service English language teachers. |
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thesis |
| qualification_name |
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| qualification_level |
Doctorate |
| author |
Mohd Faisal Farish Ishak |
| author_facet |
Mohd Faisal Farish Ishak |
| author_sort |
Mohd Faisal Farish Ishak |
| title |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_short |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_full |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_fullStr |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_full_unstemmed |
ESL teachers TPACK domains in an online digital tools and flipped classroom course |
| title_sort |
esl teachers tpack domains in an online digital tools and flipped classroom course |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Bahasa dan Komunikasi |
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2021 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=6887 |
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1747833326654193664 |
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oai:ir.upsi.edu.my:68872022-03-21 ESL teachers TPACK domains in an online digital tools and flipped classroom course 2021 Mohd Faisal Farish Ishak LB Theory and practice of education This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitative study utilised phenomenologymethodology to explore in-depth the teachers TPACK development phenomenon. The instruments usedfor the purpose were online discussion post, online quiz, activity plan, digital learningproducts, reflective journals, lesson plans, video recorded lesson and semi-structuredinterview. This study selected 2 in-service English language teachers through purposive sampling.The results showed that the emergence of TPACK domains among teachers could be classified in theform of 4 main categories such as Resided Knowledge, Added Knowledge, Modified Knowledge and Aggrandised Knowledge. In addition, the emergence of the TPACK domains resultingfrom the interaction of teachers with the research instruments showed a phenomenon that could bedescribed through a framework labeled as 'Augmented TPACK'. In conclusion, this studyshowed teachers TPACK could be futher developed through professional development courses byutilising TPACK as the basic framework for the courses offered. This study also suggested a matrix of TPACK Professional Development Course Package. The matrix implicatedonline module design anddevelopment for in-service English language teachers. 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=6887 https://ir.upsi.edu.my/detailsg.php?det=6887 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolbs experiential learning cyclefor laboratory education. Journal of Engineering Education, 98(3), 283294.https://doi.org/10.1002/j.2168-9830.2009.tb01025.xAnglin, M. S. (2017). Technology integration by general education teachers of english languagelearners [Walden University]. In ProQuest Dissertations and Theses.https://search.proquest.com/docview/1964910245?accountid=13155Ayiek, B., & Yelken, T. Y. (2018). The effect of flipped classroom model onstudents classroom engagement in teaching english. International Journal of Instruction, 11(2),385398. http://10.0.50.173/iji.2018.11226aBahagian Teknologi Pendidikan. (2018). 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