Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials
Abstract
The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.
Keywords: curriculum, materials development, teacher’s knowledge
Keywords
Full Text:
PDFReferences
Baturay, M.H., G. Şahin, Şahin, S. (2017). Associations among Teachers’ Attitudes towards Computer-Assisted Education and TPACK Competencies. Informatics in Education, 16(1), pp. 1–23,DOI: 10.15388/infedu.2017.01
Graves, K., & Garton, S. (2017). An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching, 50(4), 441-482.
Intansari, R. (2013). Teachers’ strategy in implementing English Curriculum in a junior high school in Indonesia. Indonesian Journal of Applied Linguistics, 2, (2), pp. 226-235.
Koh, J.H.L., Chai, C.S., & Lee, Min. (2015). Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK. Asia-Pacific Educational Research, 24(3):459–462, DOI 10.1007/s40299-015-0241-6.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.Teachers College Record, 108(6), 1017–1054.
N. H. P. S., Putro., & J, Lee. (2018). Profiles of Readers in a Digital Age. Reading Psychology, DOI: 10.1080/02702711.2018.1496502.
Richards, J. (2015). Key issues in in language teaching. Cambridge, UK: CUP
Sundayana, W. (2015). Readiness and competence of senior high school english teachers to implement curriculum 2013. Indonesian Journal of Applied Linguistics, 5, (1), pp. 29 – 36.
Schmid, U.C & Hegelheimer, V.(2014). Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. ReCALL, 26(3), pp. 315–332. doi:10.1017/S0958344014000135.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/0013189x015002004.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), pp.143-179.
Widodo, H. P. (2016). Language policy in practice: Reframing the English language curriculum in the Indonesian secondary education sector. In R.
Kirkpatrick (ed.), English language education policy in Asia. New York: Springer International Publishing, 127–151.
Sukyadi, D. (2014). The teaching of English in secondary schools in Indonesia. In B. Spolsky &K. Sung (eds.), Secondary school education in Asia. London: Routledge, 123–147.
Schmith, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. JRTE, 42(2), pp. 123–149
Tomlinson, B. 1998. Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Tomlinson, B. 2008. English Language Learning Materials: A Critical Review. London: Continuum International Publishing Group.
Dat, B. (2008). ELT materials used in Southeast Asia. In B. Tomlinson (Ed.), English language learning materials: A critical review (pp. 263–280). London: Continuum.
Ross Forman (2014) How local teachers respond to the culture and language
of a global English as a Foreign Language textbook, Language, Culture and Curriculum, 27:1, 72-88, DOI: 10.1080/07908318.2013.868473
Koh, J. H. L., Chai, C. S., & Lee, M. H. (2015). Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK. Asia-Pacific Education Researcher, 24(3), 459–462. https://doi.org/10.1007/s40299-015-0241-6
Richards, J. (2001).Curriculum Development in Language Teaching. US:CUP.DOI: http://doi.wiley.com/10.1111/j.1540-4781.2007.00543_2.x
Hew, K.F. & Brush, T. 2007. Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research. Educational Technology Research and Development, 55(3), 223-252.
Hsu, CY., Liang, JC. & Su, YC. The Role of the TPACK in Game-Based Teaching: Does Instructional Sequence Matter? Asia-Pacific Edu Res (2015) 24: 463. https://doi.org/10.1007/s40299-014-0221-2
Bloom, B. S. (ed) (1956) Taxonomy of Educational Objectives. Handbook I: Cognitive Domain. Longmans, London.
Watson, D. M. 2001. Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education and Information Technologies, 6(4), 251–266.
DOI: https://doi.org/10.21831/lingped.v1i1.23983
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Lingua Pedagogia, Journal of English Teaching Studies
Our Journal has been Indexed by:
Supervised by:
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.