A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme

A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme

<p>This study aims to investigate a case study using the TPACK framework as a tool to</p><p>evaluate a TESL pre-service teachers education programme. A qualitative approach</p><p>with a case study design was selected for this stud...

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Main Author: A\'tiah Sakinah Abdul Rahman
Format: thesis
Language:eng
Published: 2022
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=9586
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
A\'tiah Sakinah Abdul Rahman
A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme
description <p>This study aims to investigate a case study using the TPACK framework as a tool to</p><p>evaluate a TESL pre-service teachers education programme. A qualitative approach</p><p>with a case study design was selected for this study to examine the TPACK</p><p>competencies level among pre-service teachers. In addition, the study is intended to</p><p>explore the TESL pre-service teachers TPACK learning experiences in technology</p><p>courses as well as to investigate on how TPACK has been integrated by TESL preservice</p><p>teachers in their pedagogical skills. The data was collected using a</p><p>questionnaire, observation of pre-service teachers, focus group interviews with the preservice</p><p>teachers and lecturers teaching the technology course, and document analysis</p><p>of course instructional planning. A class of thirty TESL pre-service teachers in a teacher</p><p>education programme was chosen as the participants of the study using the purposive</p><p>sampling method. The findings showed that TESL pre-service teachers are competent</p><p>and had an average level of TPACK competencies. The findings from the interviews</p><p>showed that pre-service teachers had the meaningful learning experience via active</p><p>learning in which they had hands on teaching experience by bringing their own device.</p><p>Furthermore, the TESL pre-service teachers has applied TPACK in developing the</p><p>pedagogical skills through the use of technology integration of language content and</p><p>pedagogical content knowledge. The study implicates that teacher education</p><p>programmes should integrate the TPACK knowledge through technological courses.</p><p>Pre-service teachers also are encouraged to equip themselves with Technological</p><p>Pedagogical Content Knowledge (TPACK). It is essential in fostering pedagogical</p><p>improvement for education in twenty-first-century learning. It involves using</p><p>technology that has identified ICT-based learning as a standard element across all</p><p>twenty-first-century knowledge frameworks.</p>
format thesis
qualification_name
qualification_level Master's degree
author A\'tiah Sakinah Abdul Rahman
author_facet A\'tiah Sakinah Abdul Rahman
author_sort A\'tiah Sakinah Abdul Rahman
title A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme
title_short A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme
title_full A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme
title_fullStr A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme
title_full_unstemmed A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme
title_sort case of using tpack framework as a tool to evaluate a tesl pre service teacher education programme
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=9586
_version_ 1783730284166905856
spelling oai:ir.upsi.edu.my:95862023-10-18 A case of using TPACK framework as a tool to evaluate a TESL pre service teacher education programme 2022 A\'tiah Sakinah Abdul Rahman LB Theory and practice of education <p>This study aims to investigate a case study using the TPACK framework as a tool to</p><p>evaluate a TESL pre-service teachers education programme. A qualitative approach</p><p>with a case study design was selected for this study to examine the TPACK</p><p>competencies level among pre-service teachers. In addition, the study is intended to</p><p>explore the TESL pre-service teachers TPACK learning experiences in technology</p><p>courses as well as to investigate on how TPACK has been integrated by TESL preservice</p><p>teachers in their pedagogical skills. The data was collected using a</p><p>questionnaire, observation of pre-service teachers, focus group interviews with the preservice</p><p>teachers and lecturers teaching the technology course, and document analysis</p><p>of course instructional planning. A class of thirty TESL pre-service teachers in a teacher</p><p>education programme was chosen as the participants of the study using the purposive</p><p>sampling method. The findings showed that TESL pre-service teachers are competent</p><p>and had an average level of TPACK competencies. The findings from the interviews</p><p>showed that pre-service teachers had the meaningful learning experience via active</p><p>learning in which they had hands on teaching experience by bringing their own device.</p><p>Furthermore, the TESL pre-service teachers has applied TPACK in developing the</p><p>pedagogical skills through the use of technology integration of language content and</p><p>pedagogical content knowledge. The study implicates that teacher education</p><p>programmes should integrate the TPACK knowledge through technological courses.</p><p>Pre-service teachers also are encouraged to equip themselves with Technological</p><p>Pedagogical Content Knowledge (TPACK). It is essential in fostering pedagogical</p><p>improvement for education in twenty-first-century learning. It involves using</p><p>technology that has identified ICT-based learning as a standard element across all</p><p>twenty-first-century knowledge frameworks.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9586 https://ir.upsi.edu.my/detailsg.php?det=9586 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Abdullah, M. (2019). Leveraging the Use of Social Media in Teaching Writing: A Qualitative Investigation among ESL Pre-Service Teachers. iJIM, 13(11), 85.</p><p>Adam, A. (2017). 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