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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) International Journal of Education BAHASA DAN SASTRA Journal of English and Education English Review: Journal of English Education Mimbar Sekolah Dasar Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Penelitian Pendidikan JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture POLYGLOT Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal Indonesian Journal of English Language Teaching and Applied Linguistics Academic Journal Perspective : Education, Language, and Literature JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JALL (Journal of Applied Linguistics and Literacy) Journal of Education Research Academic Journal Perspective : Education, Language, and Literature English Journal Literacy Utama TELL - US JOURNAL Metathesis: Journal of English Language, Literature, and Teaching REGISTER JOURNAL Journal of Educational Technology Innovation and Applications
Fazri Nur Yusuf
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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A Critical Investigation of Technological Pedagogical Content Knowledge (TPACK) of EFL Teachers Husain, Balqis; Yusuf, Fazri Nur; Sukyadi, Didi
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1166

Abstract

This qualitative study aims to assess the experiences of EFL teachers teaching online regarding TPACK. Four EFL teachers from various school levels were interviewed, observed, and had documents retrieved. The data analysis revealed that EFL teachers from secondary schools were competent in TK, CK, and PK but struggled in TPK, TCK, and TPACK. Despite being competent in TK, they struggled to integrate technology into learning instruction. However, Tertiary EFL teachers were competent in integrating technology into content and learning strategies, which distinguished them from EFL teachers at the secondary school level. The framework for Secondary EFL teachers showed no proportionality between the three core components of TPACK, particularly TK toward PK and CK. In comparison, the framework for tertiary EFL teachers demonstrated that technological, pedagogical, and content knowledge components shared a comparable mastery of competencies.
Co-Authors Adriani Yulia Purwaningrum Ainun, Nabila Hasri Anggi Angraeni Azhar Aziz Lubis Bachrudin Musthafa Cicih Nuraeni Denarti, Rizki Dhini Aulia Didi Sukyadi Eri Kurniawan Faniah Nur Azizi Fuad Abdul Hamied Hanifa, Eisha Sabila Dieni Hanna Sundari Harlina, Hariya Hitimala, Hardianto Husain, Balqis Iasya, Lydia Kusdyanti Ika Lestari Damayanti Ilham Ilham Irza Yuzulia Juhana, Juhana Julinar Julinar Lala Nurlatifah Lala Nurlatifah Listiana, Ineng Muhammad Handi Gunawan Naila Karima Nenden Sri Lengkanawati Norhasanah Norhasanah, Norhasanah Novita, Ophelia Elisa Nurlatifah, Lala Nurti Rahayu Oti Rofiawati Rahman, Eny Yuniati Riani Noor Yoshania Ridha Aska Amanda Sari, Ratih Apri Silvina Yuza Sri Lestari Suci Madiarti Isman Suci Nur Asyifa Yuniawati Sudana, Dadang Sudarsono Muhammad Ihrom SUGIANTO, AHMAD Suharti, Dwi Sloria Suherdi, Didi Teguh Sulistyo Utami Widiati Yuzulia, Irza Zainurrahman Zainurrahman Zuhrufi Latifah