How Does a TPACK-related Program Support EFL Pre-service Teachers’ Flipped Classrooms?
Article Sidebar
Main Article Content
Abstract
A worldwide discussion about Technological Pedagogical Content Knowledge (henceforth, TPACK)-related program or a program that provides technology, pedagogy, and content courses related to EFL flipped classrooms is scarce. Thus, the present study aimed at exploring (1) how a TPACK-related program supported the EFL pre-service teachers' understanding of flipped classrooms and their implementation, and (2) how a TPACK-related program supported the pre-service English teachers' technology integration in their flipped classrooms. This study employed a basic qualitative approach and recruited three EFL pre-service teachers who implemented flipped classrooms as participants. The data were collected by administering semi-structured interviews using an interview guide. Other documents were also collected to ensure the trustworthiness of the data. Then, the data were analyzed using the data analysis spiral strategy. The results revealed that the TPACK-related program helped the EFL pre-service teachers improve their understanding of flipped classrooms, develop considerations when implementing flipped classrooms, and successfully implement technology in their flipped classrooms. This study also provides three implications for improving the TPACK-related program worldwide, especially when teaching content about flipped classrooms approach.
Article Details
References
Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3–4), 204–222. https://doi.org/https://doi.org/10.1080/09588221.2017.1301958
Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2019). Introduction to research in education (10th ed.). Cengage.
Batane, T., & Ngwako, A. (2017). Technology use by pre-service teachers during teaching practice: Are new teachers embracing technology right away in their first teaching experience? Australasian Journal of Educational Technology, 33(1), 48–61. https://doi.org/10.14742/ajet.2299
Baz, H. E., Cephe, P. T., & Balçıkanlı, C. (2019). Understanding EFL pre-service teachers’ behavioral intentions to use cloud applications. E-Learning and Digital Media, 16(3), 221–238. https://doi.org/10.1177/2042753019834958
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/15451/Flip_Your_Classroom.pdf
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Sage Publications, Inc.
Djiwandono, P. I. (2019). How language teachers perceive information and communication technology. Indonesian Journal of Applied Linguistics, 8(3), 607. https://doi.org/10.17509/ijal.v8i3.15260
Drajati, N. A., Tan, L., Haryati, S., Rochsantiningsih, D., & Zainnuri, H. (2018). Investigating English language teachers in developing TPACK and multimodal literacy. Indonesian Journal of Applied Linguistics, 7(3), 575–582. https://doi.org/10.17509/ijal.v7i3.9806
Farmer, T., Robinson, K., Elliott, S. J., & Eyles, J. (2006). Developing and implementing a triangulation protocol for qualitative health research. Qualitative Health Research, 16(3), 377–394. https://doi.org/10.1177/1049732305285708
Farquhar, J., Michels, N., & Robson, J. (2020). Triangulation in industrial qualitative case study research: Widening the scope. Industrial Marketing Management, 87, 160–170. https://doi.org/10.1016/j.indmarman.2020.02.001
Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. program. Journal of Research on Technology in Education, 45(1), 83–106. https://doi.org/10.1080/15391523.2012.10782598
Hu, C., & Fyfe, V. (2010). Impact of a new curriculum on pre-service teachers’ technical, pedagogical, and content knowledge (TPACK). In C. H. Steel, M. J. Keppel, P. Gerbic, & S. Housego (Eds.), Curriculum, technology and transformation for an unknown future. ASCILITE.
Hung, H. T. (2017). Design-based research: Redesign of an English language course using a flipped classroom approach. TESOL Quarterly, 51(1), 180–192. https://doi.org/10.1002/tesq.328
Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296–308. https://doi.org/10.1093/elt/ccx055
Khine, M. S., Ali, N., & Afari, E. (2017). Exploring relationships among TPACK constructs and ICT achievement among trainee teachers. Education and Information Technologies, 22(4), 1605–1621. https://doi.org/10.1007/s10639-016-9507-8
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://doi.org/https://doi.org/10.1177%2F002205741319300303
Koh, J., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35–58. https://doi.org/10.2190/EC.44.1.c
Krippendorff, K. (2004). Content analysis: An introduction to its methodology. SAGE Publications, Inc.
Kusuma, I. P. I. (2020). The investigation of flipped classrooms on students’ speaking performance and self-regulated learning. Pertanika Journal of Social Sciences and Humanities, 28(3), 2027–2042.
Kusuma, I. P. I. (2021). TPACK-related programs for pre-service English teachers: An in-depth analysis on efforts and issues of ICT integration. Cakrawala Pendidikan, 40(1), 183–195.
Kusuma, I. P. I., Mahayanti, N. W. S., Adnyani, N. L. D., & Budiarta, L. G. R. (2021). Incorporating e-portfolios with flipped classrooms: An in-depth analysis of students’ speaking performance and learning engagement. The JALT CALL, 17(2), 93–111. https://doi.org/10.29140/jaltcall.v17n2.378
Lestari, I. W. (2021). Flipped classroom in indonesian higher education: A mixed-method study on students’ attitudes and experiences. Studies in English Language and Education, 8(1), 243–257. https://doi.org/10.24815/siele.v8i1.17636
Lockwood, R. B. (2014). Flip it! Strategies for the ESL classroom. University of Michigan Press.
Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461–469. https://doi.org/10.1016/j.tate.2011.12.001
McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia. Computers in the Schools, 33(1), 24–37. https://doi.org/10.1080/07380569.2016.1137734
Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools, 33(1), 1–10. https://doi.org/10.1080/07380569.2016.1139912
Mehring, J. (2018). The flipped classroom. In J. Mehring & A. Leis (Eds.), Innovations in flipping the language classroom: Theories and practices (pp. 1–9). Springer Nature.
Merç, A. (2015). Using technology in the classroom: A study with turkish pre-service EFL teachers. Turkish Online Journal of Educational Technology, 14(2), 229–240. http://www.tojet.net/articles/v14i2/14225.pdf
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Mertens, D. M. (2015). Research and evaluation in education and psychology (4th ed.). Sage Publications, Inc.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mubarok, A. F., Cahyono, B. Y., & Astuti, U. P. (2019). Effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles. Dinamika Ilmu, 19(1), 115–131. https://doi.org/10.21093/di.v19i1.1479
Nugroho, R. A., Basori, & Maryono, D. (2020). Combining flipped classroom and mind mapping in Indonesian vocational schools: Their influence to students critical thinking ability. Indonesian Journal of Informatics Education , 4(1), 24–31.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Roehling, P. V. (2018). Flipping the college classroom: An evidence-based guide. Springer nature.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Stake, R. E. (1995). The art of case study research. SAGE Publications, Inc.
Thomas, T., Herring, M., Redmond, P., & Smaldino, S. (2013). Leading change and innovation in teacher preparation: A blueprint for developing TPACK ready teacher candidates. TechTrends, 57(5), 55–63.
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! In Australasian Journal of Educational Technology (Issue 3).
Turgut, Y. (2017a). An analysis of TPACK integration into English language teacher education programs: A comparative study of Turkey and Denmark. In Journal on English Language Teaching (Vol. 7, Issue 4).
Turgut, Y. (2017b). Tracing preservice English language teachers’ perceived TPACK in sophomore, junior, and senior levels. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1368612
Utami, I. G. A. L. P., & Prestridge, S. (2018). How English teachers learn in Indonesia: Tension between policy-driven and self-driven professional development. Teflin Journal, 29(2), 245–265. https://doi.org/10.15639/teflinjournal.v29i2/245-265
Wong, Y. K., & Hsu, C. J. (2008). Online trust in mobile commerce. In P. Cartelli & M. Palma (Eds.), Encyclopedia of information communication technology (pp. 675–655). Information Science Reference.
Yeo, M. (2018). Flipping or flopping: Lessons learnt from flipping a course for ASEAN teachers of English. In J. Mehring & A. Leis (Eds.), Innovations in Flipping the Language Classroom: Theories and Practices (pp. 23–44). Springer Nature.
Yerdelen-Damar, S., Boz, Y., & Aydın-Günbatar, S. (2017). Mediated effects of technology competencies and experiences on relations among attitudes towards technology use, technology ownership, and self efficacy about technological pedagogical content knowledge. Journal of Science Education and Technology, 26(4), 394–405. https://doi.org/10.1007/s10956-017-9687-z
Zyad, H. (2016). Pre-service training and ICT implementation in the classroom: ELT teachers’ perceptions. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 12(3), 4–18. https://files.eric.ed.gov/fulltext/EJ1124885.pdf