Reflection as a Way to Grapple TPACK Complexity for EFL Teachers

Yunica Rhosiana Sari, Sumardi Sumardi

Abstract


Technological Pedagogical Content Knowledge (TPACK) is a framework to develop the theory to practice in teaching with technology. Therefore, the teacher, as a practitioner of TPACK implementation, has a responsibility to implement the knowledge effectively. This study investigates the meta-cognitive awareness produced by teachers who participate in TPACK lesson design workshops. This process involves some reflection tools, focus group discussion, and reflective journal as a platform for doing the reflection. This study documented teachers’ stories during three interviews as they created their TPACK lesson design. The detailed data was from three Indonesian teachers. Those teachers participated in the process of research from the professional development workshop to the focus group interview. The data indicated the details of their experience in reflecting and determining on their professional knowledge. These findings show that during the reflection, the teachers start to realize each aspect of TPACK in three stages. These findings are useful for the government to establish professional development workshops in the technology education field. The researcher explored the implications of this analysis for teachers to effectively design the lesson and future researchers.


Keywords


reflection; reflective practice; professional development; TPACK

Full Text:

PDF

References


Barkhuizen, G. P. , Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research. New York: Routledge

Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2017). Examining pre-service teachers' design capacities for web-based 21st-century new culture of learning. Australasian Journal of Educational Technology, 33(1), 1–20. https://doi.org/10.14742/ajet.3013

Chai, C., S. & Koh, J. H. L. (2017) Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM), Learning: Research and Practice, 3(2), 114-129, DOI: 10.1080/23735082.2017.1360506

Dewey, J. (1910). How we think. London: D.C.Heath

Dewey, J (1933) How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process; D.C. Heath and Company: Lexington, MA, USA.

Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319–346. DOI:10.2190/EC.41.3.d

Drajati, N., Tan, L., Haryati, S., Rochsantiningsih, D., & Zainnuri, H. (2018). Investigating English language teachers in developing TPACK and multimodal literacy. Indonesian Journal of Applied Linguistics, 7(3), 575–582. DOI: /10.17509/ijal.v7i3.9806

Elliot, J. 1991. Action research for educational change. Buckingham: Open University Press.

Farrell, T. S. C. (2011). “Keeping SCORE”: Reflective Practice Through Classroom Observations. RELC Journal, 42(3), 265–272. doi:10.1177/0033688211419396

Farrell, T.S.C. (2018). Operationalizing Reflective Practice in Second Language Teacher Education. Journal of Second Language Teacher Education, Vol. 1 (1), 1-20

Ford, K. (2016). The taped monologue as narrative technique for reflective practice. ELT Journal, 70(3), 253–260. doi:10.1093/elt/ccv079

Freeman, D. (2016). Educating second language teachers. Oxford, UK: Oxford University Press.

Garmann Johnsen, H.C., and Normann, R. (2004). When research and practice collide: The role of action research when there is a conflict of interest with stakeholders. Systemic Practice and Action Research 17, no. 3: 207–35.

Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 227–302.

Harris, J., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43, 211–229.

Hofer, M. J., Grandgenett, N., Harris, J., & Swan, K. (2011). Testing a TPACK-based technology integration observation instrument. In M. Koehler & P. Mishra, (Eds.) Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (4352–4359). Chesapeake, VA: AACE.

Jaipal, K., & Figg, C. (2010b). Unpacking the “Total PACKage”: Emergent TPACK characteristics from a study of preservice teachers teaching with technology. Journal of Technology and Teacher Education, 18(3), 415-441

Jang, S.-J., & Chen, K.-C. (2010). From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers. Journal of Science Education and Technology, 19(6), 553–564. doi:10.1007/s10956-010-9222-y

Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H.-Y. (2015). Design thinking and 21st-century skills. In J. H. L. Koh, C. S. Chai, B. Wong & H.-Y. Hong (Eds.) Design Thinking for Education: Conceptions and Applications in Teaching and Learning (pp. 33-46). Singapore: Springer Singapore.

Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction. 20, 434-447.

Lee, Okseon. (2010). Facilitating preservice teachers' reflection through interactive online journal writing. Physical Educator. 67. 128-139.

Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectation on self-studies. Journal of Teacher Education 58 (1),12–20.

Lewin, K. (1946) Action Research and Minority Problems, in G. W. Lewin (Ed.) Resolving Social Conflicts. New York: Harper & Row.

Manning, B. H., & Payne, B. D. (1993). A Vygotskian-based theory of teacher cognition: Toward the acquisition of mental reflection and self-regulation. Teaching and Teacher Education, 9(4), 361–371.

Marcos, J., Sanchez, E. & Tillema, H.H. (2011). Promoting teacher reflection: what is said to be done. Journal of Education for Teaching: International research and pedagogy, 37(1), 21-36

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.

Mouza, C. (2011). Promoting Urban Teachers’ Understanding of Technology, Content, and Pedagogy in the Context of Case Development. Journal of Research on Technology in Education, 44(1), 1–29. DOI:10.1080/15391523.2011.10782577

Musdiani, et al. (2019). Analysis the Role of Headmaster in Applying Quality of Education in Primary School Districts, Aceh Barat. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 27-35.

Neiss, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.

Park, S., & Oliver, J. S. (2007). Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38(3), 261–284. DOI:10.1007/s11165-007-9049-6

Ramlan. (2018). Language Standardization in General Point of View. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 27-33.

Randi, J. (2004). Teachers as self-regulated learners. Teacher College Record, 106(9), 1825–1853.

Robertson, J.M. 2008. Coaching educational leadership: Building leadership capacity through partnership. London: Sage.

Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books

So, Hyo-Jeong & Kim, Bosung. (2009). Learning about problem-based learning: Student teachers integrating technology, pedagogy, and content knowledge. Australasian Journal of Educational Technology. Vol 25(1), 101-116

So, H-J., Choi, H., & Yoon, H-G. (2015) ‘Understanding users’ perceived needs and concerns toward mobile application integration in primary science education in Korea’, Int. J. Mobile Learning and Organisation, Vol. 9, No. 4, pp.315–333

Schön, D.A. (1983).The Reflective Practitioner: How Professionals Think in Action; Basic Books: New York, NY, USA.

Spalding, E. & Wilson, A. (2002) Demystifying Reflection: A study of pedagogical strategies that encourage reflective journal writing, Teachers College Record, 104:7, pp. 139–421

Spalding, E. & Wilson, A. (2002) Demystifying Reflection: A study of pedagogical strategies that encourage reflective journal writing, Teachers College Record, 104:7, pp. 139–421

Spalding, E. & Wilson, A. (2002). Demystifying Reflection: A study of Pedagogical Strategies that Encourage Reflective Writing, Teachers College Record. 104: 7, 139 – 421

Syahputri, D. and Mariyati, P. (2019). Improving Students’ Achievement in Reading Comprehension by Applying Contextual Teaching and Learning (CTL). Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 58-69.

Tan, L., Chai, C-S., Deng, F., Zheng, C. P. & Drajati, N. A. (2019): Examining pre-service teachers’ knowledge of teaching multimodal literacies: validation of a TPACK survey, Educational Media International, DOI: 10.1080/09523987.2019.1681110

Yoshihara, R., Kurata, A., & Yamauchi, A. (2019) Reflective journals to explore struggles and difficulties of novice Japanese EFL university instructors. Reflective Practice, DOI: 10.1080/14623943.2019.1708714.




DOI: https://doi.org/10.33258/birle.v3i2.981

Article Metrics

Abstract view : 1241 times
PDF - 191 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License