Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language

Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language

<p>The study investigates pre-service teachers perceptions of TPACK in teaching English</p><p>Language and identifies the challenges faced by the pre-service teachers during their</p><p>practicum in term of teaching and learning....

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Main Author: Mohd Zulkharnain Mohd Kasim
Format: thesis
Language:eng
Published: 2021
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PE English
Online Access:https://ir.upsi.edu.my/detailsg.php?det=7227
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic PE English
spellingShingle PE English
Mohd Zulkharnain Mohd Kasim
Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language
description <p>The study investigates pre-service teachers perceptions of TPACK in teaching English</p><p>Language and identifies the challenges faced by the pre-service teachers during their</p><p>practicum in term of teaching and learning. A qualitative research approach was used</p><p>in this study. The methods for gathering data were classroom observations, semistructured</p><p>interviews, and document analysis. Four English as a Second Language</p><p>(ESL) pre-service teachers were selected using the purposive sampling method. Four</p><p>pre-service teachers who were in their final year did their practicum in two different</p><p>schools in Shah Alam. Each teacher was observed five times over a period of twenty</p><p>lessons. Non-participant observation was conducted during the teaching sessions. A</p><p>checklist was used during the observation to ensure uniformity in the elements observed</p><p>during each lesson. The findings of this study revealed that the pre-service teachers</p><p>were all equipped with the three knowledge domains in TPACK namely Technological</p><p>Knowledge, Pedagogical Knowledge and also the Content knowledge. Another</p><p>significant finding was that the opportunities given were different from each school,</p><p>therefore the chances of applying their knowledge on the three domains relied on the</p><p>facilities and opportunities provided by the schools. In conclusion, the study showed</p><p>that the pre-service teachers have a substantial understanding and mastery of TPACK.</p><p>The pre-service teachers revealed some effective technological pedagogical content</p><p>knowledge strategies used for teaching purposes to capture students interest to make</p><p>learning more fun and meaningful. The implication of this study is that the pre-service</p><p>teachers will have an overview about the challenges and whether or not it is necessary</p><p>for them to acquire TPACK on the quest of being a good teacher.</p>
format thesis
qualification_name
qualification_level Master's degree
author Mohd Zulkharnain Mohd Kasim
author_facet Mohd Zulkharnain Mohd Kasim
author_sort Mohd Zulkharnain Mohd Kasim
title Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language
title_short Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language
title_full Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language
title_fullStr Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language
title_full_unstemmed Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language
title_sort analysis of pre-service tesl teachers technological pedagogical content knowledge for teaching of english language as a second language
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2021
url https://ir.upsi.edu.my/detailsg.php?det=7227
_version_ 1747833366306095104
spelling oai:ir.upsi.edu.my:72272022-06-29 Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language 2021 Mohd Zulkharnain Mohd Kasim PE English <p>The study investigates pre-service teachers perceptions of TPACK in teaching English</p><p>Language and identifies the challenges faced by the pre-service teachers during their</p><p>practicum in term of teaching and learning. A qualitative research approach was used</p><p>in this study. The methods for gathering data were classroom observations, semistructured</p><p>interviews, and document analysis. Four English as a Second Language</p><p>(ESL) pre-service teachers were selected using the purposive sampling method. Four</p><p>pre-service teachers who were in their final year did their practicum in two different</p><p>schools in Shah Alam. Each teacher was observed five times over a period of twenty</p><p>lessons. Non-participant observation was conducted during the teaching sessions. A</p><p>checklist was used during the observation to ensure uniformity in the elements observed</p><p>during each lesson. The findings of this study revealed that the pre-service teachers</p><p>were all equipped with the three knowledge domains in TPACK namely Technological</p><p>Knowledge, Pedagogical Knowledge and also the Content knowledge. Another</p><p>significant finding was that the opportunities given were different from each school,</p><p>therefore the chances of applying their knowledge on the three domains relied on the</p><p>facilities and opportunities provided by the schools. In conclusion, the study showed</p><p>that the pre-service teachers have a substantial understanding and mastery of TPACK.</p><p>The pre-service teachers revealed some effective technological pedagogical content</p><p>knowledge strategies used for teaching purposes to capture students interest to make</p><p>learning more fun and meaningful. The implication of this study is that the pre-service</p><p>teachers will have an overview about the challenges and whether or not it is necessary</p><p>for them to acquire TPACK on the quest of being a good teacher.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7227 https://ir.upsi.edu.my/detailsg.php?det=7227 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Alayyar, G. M., Fisser, P. & Voogt, J. (2012). Developing Technological</p><p>Pedagogical Content Knowledge in pre-service science teachers: Support from</p><p>Blended Learning. 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