A CASE STUDY OF TEACHER’S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN TEACHING ENGLISH AFTER PANDEMIC

Beatrice Ellen Taufik, Sudarsono Sudarsono, I. Ikhsanudin
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Abstract

TPACK is the knowledge that teacher should be mastered it is included technological, pedagogical, and content knowledge. This research aims to determine how the teacher implementations TPACK in post-pandemic and examine students’ response toward the implementation of TPACK in post-pandemic at XII MIPA 8 Students in the Academic Year 2022/2023. This research applies a case study design that helps the researcher to collect the data qualitatively such as interview and observation. Moreover, the participants of this research are the one English teacher and 38 students of XII MIPA 8. The findings of the research are the teacher usually prepares the technology tools to engage the students, becomes selective and creative in choosing appropriate media and gains more information about teaching sources with other English teacher. Besides, students’ response towards the implementation of TPACK showed enthusiastically that can be seen from their participation during teaching and learning process. In conclusion, the implementation of TPACK gives enlightenment in teaching at senior high school.
大流行后英语教学中教师技术教学内容知识(Tpack)的案例研究
TPACK是教师应掌握的知识,包括技术知识、教学知识和内容知识。本研究旨在确定教师如何在后流行病中实施 TPACK,并考察学生对 2022/2023 学年十二年级 MIPA 8 学生在后流行病中实施 TPACK 的反应。本研究采用了个案研究设计,有助于研究人员通过访谈和观察等定性方式收集数据。此外,本研究的参与者为一名英语教师和 38 名十二年级 MIPA 8 学生。研究结果表明,教师通常会准备技术工具来吸引学生,在选择合适的媒体时具有选择性和创造性,并与其他英语教师一起获得更多关于教学资源的信息。此外,从学生在教与学过程中的参与可以看出,他们对 TPACK 的实施反应热烈。总之,TPACK 的实施给高中教学带来了启迪。
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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