Open AccessINVESTIGATING THE ADOPTION OF TPACK-21CL BY ENGLISH PRE-SERVICE TEACHERS IN A COVID-19 TEACHING PRACTICUM
Author(s) -
Nur Arifah Drajati,
Hilda Rakerda,
Hefy Sulistyawati,
Joko Nurkamto,
Ma’rifatul Ilmi
Publication year - 2021
Publication title -
indonesian journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.283
H-Index - 9
eISSN - 2502-6747
pISSN - 2301-9468
DOI - 10.17509/ijal.v11i1.34625
Subject(s) - practicum , lesson plan , mathematics education , plan (archaeology) , teacher education , psychology , pedagogy , technology integration , service (business) , medical education , teaching method , medicine , business , geography , archaeology , marketing
Applying the Technological Pedagogical and Content Knowledge 21 Century Learning framework during pandemic gives both chances and challenges for English pre-service teachers. Due to the complexity of integrating the TPACK and 21CL skills, many pre-service teachers are not yet equipped with the knowledge. This case study was to investigate twenty English pre-service teachers' TPACK-21CL in Teaching Practicum. The data of this study were collected from lesson plans, reflective journals, and interviews. The findings indicate that (1) pre-service teachers demonstrated varying degrees of the knowledge and practice in designing lesson plan with TPACK-21CL framework ; (2) the adoption of the TPACK-21CL framework into lesson plans had a positive impact on English pre-service teachers in terms of solving the problems and learning values. Teacher education programs, especially in a teaching practicum, should afford chances and challenges for English pre-service teachers to develop their TPACK-21CL framework into their lesson plan to effectively integrate technology, pedagogy, and content into their teaching in the future.