Perceptions of technological, pedagogical and content knowledge (TPACK) among EFL pre- Service teachers in Central Java, Indonesia

Abstract

Due to the COVID-19 pandemic, the demands of technology in the Twenty-First Century Learning era are crucial. Technology has changed the way of teaching; however, most technologies did not design for education, with the TPACK framework proposed by Mishra and Kohler (2009) can bridge the teacher's pedagogy and the appropriate technology for teaching. TPACK is a framework that describes teachers' understanding of the interrelated interactions between technology, pedagogy, and content knowledge. This paper aimed to investigate how pre-service teachers perceived their technological, pedagogical, and content knowledge regarding the TPACK framework in Indonesia. Six pre-service teachers from secondary schools with technology experience are studied using a sequential qualitatively guided mixed-method approach. Questionnaires and interviews are used as part of the research. The descriptive data analysis was conducted. The results indicated that pre- service teachers lack integration of technology but they perceive that they are good at pedagogical knowledge. The findings are helpful advice for English language teachers, particularly those engaging in the EFL context, who are using TPACK in the classroom.