The Indonesian EFL Teachers' TPACK Development in the Online Community of Practice
DOI:
https://doi.org/10.32332/joelt.v9i2.3229Keywords:
English as a foreign language, Online community of practice (OCP), Teachers' learning, TPACK, TPACK level developmentAbstract
This study sought to investigate teachers' TPACK level development after participating in a WhatsApp-based online community of practice (OCP) in Indonesia. This study addresses the issue of the teachers who are mandated to integrate technology in teaching. However, with a range of contexts, it is known that teachers lack confidence and competence in integrating technology. Therefore, a program for teachers that emphasizes theoretical and practice is one of the best solutions for improving their TPACK. A case study was adopted in this research. This study explored the practice process that took place in the OCP utilizing the notion of the community of practice (CoP) by Wenger (1998) and TPACK level by Niess (2015) to know the teachers' TPACK level development. The findings suggest that the TPACK level development was still not fully achieved by the teachers. This study recommends that the committee who designed the OCP carefully find the best way to make the teachers experience meaningful learning and achieve significant development on their TPACK.
References
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Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st-century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Drajati, N. A., 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. https://doi.org/10.17509/ijal.v7i3.9806
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Niess M.L. (2015) Transforming Teachers' Knowledge: Learning Trajectories for Advancing Teacher Education for Teaching with Technology. In Angeli, C., & Valanides, N. (Eds.). (2015). Technological Pedagogical Content Knowledge. Springer US. https://doi.org/10.1007/978-1-4899-8080-9
Pareto, L., & Willermark, S. (2019). TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice. Journal of Educational Computing Research, 57(5), 1186–1226. https://doi.org/10.1177/0735633118783180
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Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers strategies for teacher learning. Cambridge University Press.
Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
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Tseng, F.-C., & Kuo, F.-Y. (2014). A study of social participation and knowledge sharing in the teachers' online professional community of practice. Computers & Education, 72, 37–47. https://doi.org/10.1016/j.compedu.2013.10.005
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wesely, P. M. (2013). Investigating the Community of Practice of World Language Educators on Twitter. Journal of Teacher Education, 64(4), 305–318. https://doi.org/10.1177/0022487113489032
Xue, S., Hu, X., Chi, X., & Zhang, J. (2021). Building an online community of practice through WeChat for teacher professional learning. Professional Development in Education, 47(4), 613–637. https://doi.org/10.1080/19415257.2019.1647273
Yin, R. K. (2016). Qualitative research from start to finish (Second edition). The Guilford Press.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st-century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Drajati, N. A., 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. https://doi.org/10.17509/ijal.v7i3.9806
Du Plessis, A. E. (2019). Professional Support Beyond Initial Teacher Education: Pedagogical Discernment and the Influence of Out-of-Field Teaching Practices. Springer Singapore. https://doi.org/10.1007/978-981-13-9722-6
Duncan-Howell, J. (2007). Online Communities of Practice and their Role in the Professional Development of Teachers. (Doctoral dissertation, Queensland University of Technology).
Gilbert, S. (2016). Learning in a Twitter-based community of practice: An exploration of knowledge exchange as a motivation for participation in #hcsmca. Information, Communication & Society, 19(9), 1214–1232. https://doi.org/10.1080/1369118X.2016.1186715
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_9
Koh, J. H. L., & Chai, C. S. (2018). Developing Indonesia teachers' technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through a multi-prong approach. 24.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge University Press.
Marín, V. I., Asensio-Pérez, J. I., Villagrá-Sobrino, S., Hernández-Leo, D., & García-Sastre, S. (2018). Supporting online collaborative design for teacher professional development. Technology, Pedagogy and Education, 27(5), 571–587. https://doi.org/10.1080/1475939X.2018.1547787
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Niess M.L. (2015) Transforming Teachers' Knowledge: Learning Trajectories for Advancing Teacher Education for Teaching with Technology. In Angeli, C., & Valanides, N. (Eds.). (2015). Technological Pedagogical Content Knowledge. Springer US. https://doi.org/10.1007/978-1-4899-8080-9
Pareto, L., & Willermark, S. (2019). TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice. Journal of Educational Computing Research, 57(5), 1186–1226. https://doi.org/10.1177/0735633118783180
Phillips, M. (2016). Digital Technology, Schools and Teachers' Workplace Learning. Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-52462-1
Phillips, M. (2017). Processes of practice and identity shaping teachers' TPACK enactment in a community of practice. Education and Information Technologies, 22(4), 1771–1796. https://doi.org/10.1007/s10639-016-9512-y
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers strategies for teacher learning. Cambridge University Press.
Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. 11.
Tseng, F.-C., & Kuo, F.-Y. (2014). A study of social participation and knowledge sharing in the teachers' online professional community of practice. Computers & Education, 72, 37–47. https://doi.org/10.1016/j.compedu.2013.10.005
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wesely, P. M. (2013). Investigating the Community of Practice of World Language Educators on Twitter. Journal of Teacher Education, 64(4), 305–318. https://doi.org/10.1177/0022487113489032
Xue, S., Hu, X., Chi, X., & Zhang, J. (2021). Building an online community of practice through WeChat for teacher professional learning. Professional Development in Education, 47(4), 613–637. https://doi.org/10.1080/19415257.2019.1647273
Yin, R. K. (2016). Qualitative research from start to finish (Second edition). The Guilford Press.
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2021-10-28
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