Mirna, Mirna (2024) Technological Pedagogical and Content Knowledge of Pre-service EFL Teachers. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This thesis investigate the Technological Pedagogical and Content Knowledge (TPACK) of pre-service English as a Foreign Language (EFL) teachers at UIN Antasari Banjarmasin 2020. The resercher realised that technology becomes integral to education, understanding the Technological Pedagogical and Content Knowledge (TPACK) framework is crusial, so the writer done this research. This research aims to address two main questions: first, the level of understanding these pre-service teachers have about TPACK, and second, how they implement this knowledge in their teaching practices. This research adopts a mixed-methods approach with a sequential explanatory design, utilizing both quantitative data collected through questionnaires and qualitative data gathered through observation. The findings reveal that pre-service EFL teachers at UIN Antasari Banjarmasin 2020 have a good level of TPACK knowledge, with mean scores reflecting compotence in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and the integration of these aspects into TPACK. Despite this proficiency, the implementation of TPACK in their teaching practices indicates room for further development and increased practical application. This research emphasizes the significance of the TPACK framework and undercores the need to enhance pre-service EFL teachers‘ skills, especially in areas requiring improvement the skill pre-service teachers of teaching. It recommends maintaining and advancing proficiency in mastered domains while prioritizing the effective utilization of digital technologies in educational settings. Ultimately, the outcomes provide valuable insights for the department to focus on refining awareness and skill essential for modern pedagogy.

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