Nazmi, Muhammad Hilal (2024) Phenomenological Study: TPACK Framework Implementation Performed by Pre-service English Teachers in Teaching Practice Course II. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Todays in this modern era, the rapid of technological development in human civilization, especially in the area of teaching and learning becomes a big phenomenon for teachers or EFL pre-service teachers due to its important role in the field of education. In addition, teachers are required to perform in accordance with new and evolving standards in education, as technology and information become more widely accessible, their use in the curriculum and pedagogical practice becomes increasingly crucial. Technological Pedagogical Content Knowledge (TPACK) framework proposed by Mishra and Koehler in 2006 exists as one of the solutions or guidelines to effectively integrate technology, pedagogy, and content within classroom. Thus, this research aims to find out how the TPACK framework is implemented, and what are the challenges faced by pre-service English teachers in implementing the TPACK. This research uses phenomenological research design. This research was done at four schools during teaching practice course II program with total 10 pre-service English teachers as participants. Observation, interview, and documents analysis provided data on how the implementation of TPACK performed by pre-service English teachers during teaching practice course II, as well as the challenges they have faced in implementing the TPACK. The result showed that the pre-service teachers are able to integrate technology in their teaching aligns with TPACK framework, even though there were still some pre-service teachers were could not effectively implemented the TPACK. This evident from the application of interactive technological media design combined with the use of effective teaching methods or strategies to support the teaching process. Pre-service English teachers faced several challenges include limited resource, technical issues, unfamiliarity with technology, mastering learning material, allocating effective learning time, and managing classroom environment while the use of technology.

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