Capturing Technological Pedagogical Content Knowledge (TPACK) Implementation in English Classroom: Necessity or Responsibility?

Abstract

This study aims to investigate EFL pre-service teachers’ perceptions of technological knowledge development during field teaching practice. Data were collected by using reflections of twelve EFL pre-service teachers in the English Education Department. This qualitative study focuses on the perceptions of EFL pre-service teachers based on the concept of the TPACK framework, especially Technological Knowledge (TK). The result of the analysis showed that EFL pre-service teachers tended to have a positive perception regarding the necessity of their technological knowledge implementation while conducting the field teaching practice in the classroom. Through a thematic analysis method, the data were analyzed qualitatively, and five themes emerged from this study, i.e., the basic technological knowledge of EFL pre-service teachers’, the easiness of EFL pre-service teachers’ in operating technology, the EFL pre-service teachers’ mastery of technological skills, the importance of using technology in teaching, and the importance of having technological knowledge. This study implies that teacher educators should raise the EFL pre-service teachers’ awareness of their technological knowledge development and help pre-service teachers gain a good understanding of technological knowledge.