Teacher readiness in accommodating the TPACK framework to meet teacher competence the 21st Century

Sarwa,; Simaremare, Aman; Hasibuan, Novi Indah; Priyadi, Mintoro

doi:10.1088/1742-6596/1511/1/012041

Cited by 7 publications

(5 citation statements)

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“…All these studies are clustered among TPACK and the technological competency of teachers. Interestingly, while many studies mentioned that teachers have low technological competency, Sarwa et al (2020) reported that the North Sumatera teachers were ready to face 21st-century learning situations, though it was not mentioned which 21st-century learning skill was focused on. Another interesting discovery was disclosed by Jwaifell et al (2018), where it was noted that female teachers' readiness to use technology was higher than their male counterparts.…”

Section: Introductionmentioning

confidence: 99%

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

2022

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The pandemic has brought online learning as the new norm in education, which invokes many issues, particularly in the quality of online education. The quality of teacher education is being questioned, particularly in imparting adequate Technological Pedagogical Content Knowledge (TPACK), which seems to be lacking in preparing teachers for sudden online learning. Though many studies were clustered around TPACK, there is still an unfilled gap in identifying whether the pre-service teachers are ready to teach online classes alongside their TPACK. Hence, this paper aims to determine (1) the level of TPACK and readiness and (2) the relationship between TPACK and readiness for English for Foreign Language (EFL) pre-service teachers in online learning during the pandemic. A survey was distributed to 197 EFL pre-service teachers with 35 items, in which the level of TPACK and readiness were analyzed descriptively with the mean score. The Pearson correlation examined the relationship between TPACK domains and readiness. The main findings showed that the level of TPACK and readiness of EFL pre-service teachers were high, particularly for Technological Knowledge (TK). However, the correlation results showed a weak positive correlation between TPACK domains and readiness. The highest correlation was between Technological Content Knowledge (TCK) and readiness, which is a new finding contributing to the body of knowledge. This paper implied that TPACK should also look into the online teaching readiness of pre-service teachers so that they are well equipped with the online pedagogical knowledge for effective teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

2022

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“…Malahan, kajian Sarwa et al (2020) mendapati masih terdapat guru yang berada dalam keraguan (19.6%) dan 6.4% guru tidak bersedia untuk menerapkan PTPIK bagi memenuhi kompetensi guru pada abad ke-21. Tiba dan Condy ( 2021) pula menyimpulkan bengkel-bengkel yang diadakan oleh pihak fakulti adalah tidak mencukupi untuk mempersiapkan guru pelatih untuk mengajar menggunakan teknologi.…”

Section: Sorotan Literaturunclassified

Kesediaan dan Efikasi Guru Matematik Sekolah Rendah dalam Pengintegrasian Teknologi Semasa Pandemik COVID-19

Aziz

Maat

2021

MJSSH

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Banyak negara mengambil keputusan untuk melaksanakan pengajaran dan pembelajaran (PdP) atas talian dengan memanfaatkan Teknologi Maklumat dan Komunikasi (TMK). Walau bagaimanapun, didapati ramai guru matematik masih lemah dalam aspek penguasaan ilmu, pengkaedahan PdP, penggunaan dan kepercayaan serta sikap terhadap TMK dalam pendidikan. Oleh yang demikian, perlaksanaan kajian ini adalah bertujuan untuk mengenal pasti kesediaan dan efikasi guru matematik dalam pengintegrasian teknologi sewaktu pandemik COVID-19. Faktor jantina, tempoh perkhidmatan dan Pengetahuan Teknologi Pedagogi Isi Kandungan (PTPIK) guru matematik turut diambil kira. Kajian ini menggunakan reka bentuk tinjauan keratan rentas dengan memanfaatkan pensampelan mudah ke atas 62 guru matematik sekolah rendah Kuala Selangor. Analisis statistik deskriptif dan inferensi digunakan bagi tujuan penganalisisan data kajian. Analisis deskriptif menunjukkan pengetahuan guru matematik berada pada tahap yang tinggi. Analisis statistik inferensi menunjukkan perbezaan tidak signifikan bagi kesediaan dan efikasi guru matematik dalam pengintegrasian teknologi berdasarkan jantina dan tempoh perkhidmatan. Selain itu, efikasi guru matematik mempunyai hubungan linear yang signifikan ke atas kesediaan guru matematik dalam pengintegrasian teknologi. Implikasi terhadap peranan guru matematik dan pihak kepimpinan dibincangkan dengan berfokuskan kepentingan latihan dalam perkhidmatan bagi memastikan pengetahuan, kesediaan dan efikasi guru matematik sentiasa berada di tahap yang memuaskan. Banyak usaha yang perlu dilakukan bagi memastikan keberhasilan pengajaran matematik sewaktu pandemik COVID-19.

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“…Many recent studies have raised issues related to TPACK-starting with research on teachers' readiness to use technology in learning, such as research by Jwaifell et al (2018), which aims to investigate teacher readiness to teach within the TPACK framework. A study by Simaremare et al (2020) determines the components in TPACK as specific competencies for 21st-century teacher competencies. The research results show that teachers in North Sumatra accept and are ready for 21st-century learning.…”

Section: Introductionmentioning

confidence: 99%

TPACK Implementation on Energy Topic: Reading Comprehension and Feasibility of Teaching Material

Zulkarnaen

Efwinda

Sulaeman

2023

FRM

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This research is the "Development" stage of the type of R&D research with the ADDIE Model (Analyze, Design, Development, Implementation, and Evaluate). The teaching material developed in this study is a Handout entitled "TPACK Implementation on Energy Topic" to improve the teaching skills of pre-service teachers. This study describes the reading comprehension and feasibility of teaching material. The research instrument was a reading comprehension test sheet and a feasibility assessment sheet. The comprehension test was filled in by 184 students at one of the universities in Indonesia from the Department of Physics, Chemistry, and Biology Education. A feasibility Assessment reviewed by experts was conducted. The results showed that 1) The overall reading comprehension of teaching material was in the high level of an understanding category (independent category), 2) The Feasibility Assessment on the graphic and the language feasibility aspect were both in the very feasible category, 3) The Feasibility Assessment on the content feasibility aspect, presentation feasibility aspect, and contextual assessment aspect were all in the very feasible category. Based on these results, it can be concluded that teaching materials can be used in further research to be implemented

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Teacher readiness in accommodating the TPACK framework to meet teacher competence the 21st Century

Cited by 7 publications

References 1 publication

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

Kesediaan dan Efikasi Guru Matematik Sekolah Rendah dalam Pengintegrasian Teknologi Semasa Pandemik COVID-19

TPACK Implementation on Energy Topic: Reading Comprehension and Feasibility of Teaching Material

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