Integrating TPACK in Extensive Listening: Teachers’ Experiences

Dewi Kurniawati, Nunun Indrasari, Fithrah Auliya Ansar
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Abstract

In March 2020 and the global outbreak of the coronavirus prompted the government to adjust its policies including the closure of educational institutions and swiftly shift to online learning. The aim of the research study was to describe the experiences of three English-language lecturers who taught listening during the Covid-19 Pandemic.It examines the challenges faced, including the shift to distance education, the preparation of teaching materials, and the navigation of unexpected obstacles. This research used collaborative auto-ethnography (CAE) as a qualitative study. This method involves the collaboration between the first, second, and third authors to gain understanding and insight into their shared experience. The data collection process was conducted in early 2021. After we taught extensive listening in the 3rd semester of the academic year 2020-2021. For collecting the data we used the story of our experience in a narrative inquiry, photo voice, and semi-structured interview that was analyzed using a thematic analysis. Thefindings of this study, from the experiences of the three authors as lecturers indicate that the epidemic situation is not a barrier to contributing positively to the world of education. One of the positive effects is that it can increase the creativity of teachers or lecturers in developing teaching materials and using TPACK and also help students evaluate concepts and theories more critically. This study also reveals that, despite experiencing problems such as unstable internet signals in their respective areas, teachers and lecturers are able to adapt to both academic and non-academic environments.
将TPACK融入广泛听力:教师的经验
2020年3月,全球新冠肺炎疫情爆发,促使政府调整政策,包括关闭教育机构,迅速转向在线学习。这项研究的目的是描述三名在Covid-19大流行期间教授听力的英语讲师的经历。它考察了所面临的挑战,包括向远程教育的转变、教材的准备以及克服意想不到的障碍。本研究采用协同自动人种志(CAE)作为定性研究。这种方法涉及第一、第二和第三作者之间的协作,以获得对他们共享经验的理解和洞察。数据收集过程于2021年初进行。在2020-2021学年的第三学期,我们教授了广泛的听力。为了收集数据,我们使用了叙述性调查、照片语音和半结构化采访的方式来收集我们的经历,并使用主题分析来分析。根据三位作者作为讲师的经验,本研究的结果表明,疫情并不是为教育界做出积极贡献的障碍。其中一个积极的影响是,它可以提高教师或讲师在开发教材和使用TPACK方面的创造力,也可以帮助学生更批判性地评估概念和理论。这项研究还表明,尽管在各自的领域遇到了网络信号不稳定等问题,但教师和讲师都能够适应学术和非学术环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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