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All Journal PREMISE: Journal of English Education and Applied Linguistics Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Suar Betang TLEMC (Teaching and Learning English in Multicultural Contexts) FOSTER: Journal of English Language Teaching EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran Educivilia: Jurnal Pengabdian Pada Masyarakat ENLIT EBONY Jurnal Pengabdian Masyarakat Bhinneka Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Journey: Journal of English Language and Pedagogy
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English Education Study Program, Teacher Training And Education Faculty, University Of Palangka Raya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : FOSTER: Journal of English Language Teaching

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Exploring EFL Teachers’ TPACK Implementation in Rural Indonesia: Insights from Central Kalimantan Pratika, Dellis; Emeral, Emeral; Amalia, Novika; Saman, Tampung Nias; Silitonga, Julianthi Zefana; Domini, Misericordias
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.281

Abstract

This study investigates Indonesian EFL teachers’ perceptions and implementation of Technological Pedagogical Content Knowledge (TPACK) in rural Central Kalimantan. Using a qualitative design with semi-structured interviews, it explores how teachers integrate content, pedagogy, and technology in their classroom practices. The findings show that teachers demonstrate strong confidence in content and technological knowledge, adapting instruction to students’ needs and displaying positive attitudes toward technology integration. However, challenges persist in pedagogical domains, particularly in fostering collaboration, and are compounded by infrastructural limitations, digital inequities, and restrictive institutional policies. This study highlights rural teachers’ adaptive strategies under constrained conditions, expanding TPACK beyond urban settings. The implications call for teacher training that emphasizes pedagogically grounded and context-sensitive approaches, and for policies that strengthen rural digital infrastructure and promote equitable access. Future research should broaden the extent to a broader rural context, include learner perspectives, and examine teachers’ sustainable TPACK development.
Co-Authors Aderia, Rikha Adji, Tegar Sukma Akhmad Fauzan Amalia, Novika Apriandy, Apriandy Azhara, Saydatina Fatimah Carolina, Reyssa Aurora Dellis Pratika, Dellis Dewi Rakhmawati Domini, Misericordias Elfrida Ratnawati Evelina Buji, Grace Fauzi, Iwan Jami, Sonia Vriska Yulinda Karani, Elanneri Khodijah, Fadila Umi Loren, Teresya Muliawan, Sunanda Alam Munawarah, Siti Nasution, Hikmal Maulana Norahmi, Maida Purnama Sari, Uswatun Hasanah Rahman, Erwan Retsi, Olga Dona Rezqan Noor Farid Riandie, Riandie Risanti, Monalisa Gabriella Ristati Saman, Tampung Nias Setiawan, Tenlie Silitonga, Julianthi Zefana Siskaevia, Siskaevia Susanty Susanty, Susanty Syeba, Sulamit Sylvanus, Tio Tirtayasa, Tirtayasa Toendan, Stevano Gabriel Uswatun Hasanah Purnama Sari Wulansari, Angely Eunike Yulitriana, NFN Yulitriana, Yulitriana