Analysis of pre-service TESL teachers technological pedagogical content knowledge for teaching of English language as a second language
<p>The study investigates pre-service teachers perceptions of TPACK in teaching English</p><p>Language and identifies the challenges faced by the pre-service teachers during their</p><p>practicum in term of teaching and learning....
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| 主要作者: | |
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| 格式: | thesis |
| 語言: | eng |
| 出版: |
2021
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| 主題: | |
| 在線閱讀: | https://ir.upsi.edu.my/detailsg.php?det=7227 |
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| 總結: | <p>The study investigates pre-service teachers perceptions of TPACK in teaching English</p><p>Language and identifies the challenges faced by the pre-service teachers during their</p><p>practicum in term of teaching and learning. A qualitative research approach was used</p><p>in this study. The methods for gathering data were classroom observations, semistructured</p><p>interviews, and document analysis. Four English as a Second Language</p><p>(ESL) pre-service teachers were selected using the purposive sampling method. Four</p><p>pre-service teachers who were in their final year did their practicum in two different</p><p>schools in Shah Alam. Each teacher was observed five times over a period of twenty</p><p>lessons. Non-participant observation was conducted during the teaching sessions. A</p><p>checklist was used during the observation to ensure uniformity in the elements observed</p><p>during each lesson. The findings of this study revealed that the pre-service teachers</p><p>were all equipped with the three knowledge domains in TPACK namely Technological</p><p>Knowledge, Pedagogical Knowledge and also the Content knowledge. Another</p><p>significant finding was that the opportunities given were different from each school,</p><p>therefore the chances of applying their knowledge on the three domains relied on the</p><p>facilities and opportunities provided by the schools. In conclusion, the study showed</p><p>that the pre-service teachers have a substantial understanding and mastery of TPACK.</p><p>The pre-service teachers revealed some effective technological pedagogical content</p><p>knowledge strategies used for teaching purposes to capture students interest to make</p><p>learning more fun and meaningful. The implication of this study is that the pre-service</p><p>teachers will have an overview about the challenges and whether or not it is necessary</p><p>for them to acquire TPACK on the quest of being a good teacher.</p> |
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