WHY AND HOW: EXPLORING ENGLISH EDUCATION STUDENTS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPCK) DURING TEACHING PRACTICE

Abstract

This study aims to explore English education students as candidate teachers for their technological pedagogical content knowledge (TPCK) during teaching practice. There have been studies investigating TPCK for teachers and candidate teachers. However, very few have explored the issues regarding the importance and ways of candidate teachers exploring their TPCK during teaching practice. The purposes of this study are (1) to explore the importance of TPCK for English education students in their teaching practice and (2) to explain how they integrate TPCK into their teaching. Data were gathered using research techniques such as questionnaires, documentation checklists, and one-on-one interviews. The study reveals that candidate teachers must prepare the TPCK framework before they do the teaching practice. They will get experiences from lecturers and peers exploring their TPCK to their lesson plans and teaching practices. They can integrate the knowledge of technology when delivering material (content knowledge) and explain it using proper teaching methods (pedagogical knowledge). These activities start with deciding learning objectives, designing assessments, and implementing detailed teaching steps. Additionally, it was discovered that when the lecturer inquired about any difficulties they had creating and carrying out a lesson plan based on TPCK, they felt both ashamed and terrified. When they first have conversations with their peers, they are happier. Moreover, lecturers must provide students with more encouragement so that they become better teachers. The study indicates that more investigation is necessary to understand how peers contribute to their learning of TPCK and recommends more studies on peers’ contributions to TPCK.