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Thooptong Kwangsawad
Mahasarakham University
Humanities Education Library & Information Science Social Sciences Other

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Examining EFL Pre-service Teachers’ TPACK trough Self-report, Lesson Plans and Actual Practice Thooptong Kwangsawad
Journal of Education and Learning (EduLearn) Vol 10, No 2: May 2016
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (264.029 KB) | DOI: 10.11591/edulearn.v10i2.3575

Abstract

Technological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. The present study aimed to determine EFL pre-service teachers’ TPACK trough self-report, lesson plans and actual practice. This study used a wide range of approaches (self-report, lesson plan assessment and classroom observations) to measure TPACK of EFL pre-service teachers in order to examine EFL pre-service teachers’ ability to apply and foster the interplay between content, pedagogy and technology in their classrooms. The results of self-reported data (as measured by TPACK survey), lesson plan assessment and classroom observations showed high scores for all domains. The EFL pre-service teachers’ actual practice aligned with their self-reported and their lesson plans. 
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