TPACK-in Practice Model: Effects on EFL Students’ Professional Knowledge and Online Teaching Practices

Abstract

In recent years, student teachers have been influenced by the new educational paradigm and the rapid technological developments. This has been seen especially in technological innovations and digitalization to facilitate learning. However, student teachers need to be digitally competent in using savvy techs to achieve the expected learning goals. Acquiring this essential skill requires teacher education programs, stakeholders, and education boards to provide free practical training, mini-workshops, and courses. This prepares students to face the rapidly-growing digital world and, more importantly to understand the post-pandemic pedagogy. Therefore, this mixed-method study examines the impact of the TPACK-in practice model on EFL student teachers' professional knowledge. Additionally, it explores the impact of professional knowledge on student teachers' experiences in using EdTech tools in online teaching. The learning model was designed to facilitate 48 final-year undergraduate students. It involved conceptual and practical knowledge guidelines in using various learning platforms and tools in virtual lessons. Quantitative and qualitative data were collected from closed-ended statements in the questionnaire, classroom observations, interviews, lesson plan reports, and reflective teaching journals. Overall results showed high student scores in each of seven professional knowledge components, implying a successful course implementation. Furthermore, five participants shared their valuable insights on how they applied technological knowledge theoretically in a real classroom environment. These research findings are useful for future researchers, policy-makers, and teacher educators in designing effective programs that best nurture pre-service English teachers' and instill professional knowledge.