Embracing TPACK Framework as a Novice English Teacher: A Journey of Identities Growth and Commitment

Abstract

The article centres around R, a novice English teacher at an elementary school who graduated from the local university and have been teaching for two years. It delves into his experiences on how TPACK plays the pivotal roles in shaping identities. This study employed narrative inquiry research to highlight R’s experiences. The data were collected mainly using in depth-interview and classroom observation. From the interview, it reveals that somewhat R dissatisfied with the university experience which caused him to lack the necessary skills. While classroom observations reveal R's struggles in managing disruptive student behaviour as a novice teacher. He employs traditional teaching methods like dictation and memorization, occasionally integrating visual aids and technology.  The interview protocol related to TPACK highlights R's strengths in content knowledge, pedagogical content knowledge, and technological content knowledge. However, it also reveals areas for improvement in technological pedagogical knowledge and overall TPACK framework implementation. Despite being a novice teacher on a modest salary, R remains committed to becoming an effective educator. The study emphasizes the challenges faced by novice teachers, particularly in areas such as classroom management and integrating technology effectively into their teaching practices. This implies the need for robust mentorship and professional development programs to support novice teachers as they navigate the initial years of their careers.