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All Journal Script Journal: Journal of Linguistic and English Teaching IJORER : International Journal of Recent Educational Research
Roger Palmer
Konan University, Japan
Education Languange, Linguistic, Communication & Media Mathematics Other

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Insights on TPACK Implementation by Preservice English Teachers: Challenges and Solutions Darsih, Endang; Agustiana, Vina; Hanggara, Agie; Palmer, Roger
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.2000

Abstract

Background: A crucial issue in teacher education today is ensuring that PTs are well prepared to integrate technology into their future classrooms. This study examines the implementation of Technological Pedagogical Content Knowledge (TPACK) among preservice English teachers in planning and implementing learning, as well as the barriers they face and their solutions.Methodology: This study used a case study research design to explore in depth how PTs apply the TPACK framework in real classroom situations. The participants in this study consisted of five PTs from teacher education programs at four universities in Indonesia.Findings: PTs generally show good alignment between technology use, pedagogical strategies, and content in their lesson plans, but are often not optimally integrated during implementation. The main barriers identified include limited access to and technology resources, differences in technology skill levels between students and teachers, students' difficulties in adapting to technology-based learning, and time management issues. The solutions are to provide device assistance to students in need, provide basic technology training and plan carefully and provide realistic time for students to adapt to technology and complete assignmentsConclusion: To enhance technology integration in education, universities must prioritize providing device assistance and basic tech training for PTs. By addressing these barriers, educators can better support effective technology use in the classroom, ultimately improving student learning outcomes.Originality: How pre-service teachers, who are the next generation of educators, develop and implement TPACK during their preparation and learning phases. In particular, there is very little research that specifically explores the implementation of TPACK in the classroom by PTs, as well as a lack of exploration of the challenges faced by them and the strategies used in the TPACK integration process.
Hybrid Lesson Study: An Innovative Model for Enhancing Pre-Service Teachers' TPACK in Indonesia's PPG Program Darsih, Endang; Hanggara, Agie; Andhika Putra, Rizka; Palmer, Roger
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1119

Abstract

Objective: This study aims to investigate the implementation of Hybrid Lesson Study as a professional learning model to enhance pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) within Indonesia’s Teacher Professional Education (PPG) program. Method: A qualitative case study design was employed to explore the complex, real-life implementation of HLS within the PPG’s Teaching Practicum (PPL). Ten pre-service teachers and two supervising lecturers from two Indonesian universities participated in this study. Data were collected through classroom observations, analysis of teaching artifacts (lesson plans, digital learning materials, and reflective reports), and semi-structured interviews. Data triangulation was used to ensure validity, while thematic analysis identified recurring patterns related to TPACK development, collaboration, and hybrid learning practices. This design enabled an in-depth understanding of how HLS supported professional learning in an authentic educational context. Results: The findings reveal that Hybrid Lesson Study, combining face-to-face meetings with online collaboration, provided a flexible and sustainable framework for lesson planning, peer observation, and reflective dialogue. Participants showed notable improvement in lesson design and technology integration, moving from basic tool use to interactive, context-based, and pedagogically sound digital practices. Reflection sessions via digital platforms further enhanced critical evaluation skills and effective technology use, supported by collaboration, feedback, and institutional infrastructure. Novelty: Despite challenges such as internet instability and time constraints, the study highlights the novelty of Hybrid Lesson Study in the PPG context, offering a practical and innovative model that fosters reflective, adaptive, and technologically competent teachers for 21st-century classrooms.
Co-Authors Agie Hanggara Andhika Putra, Rizka Endang Darsih Vina Agustiana