The Adoption of TPACK in Teaching English By EFL Pre-Service Teachers during the Apprenticeship Program in The Merdeka Curriculum Framework
DOI:
https://doi.org/10.61672/eji.v9i2.2900Keywords:
TPACK, Student-Teachers, Merdeka Curriculum, Technology Integration, Teaching EnglishAbstract
This study investigates how pre-service teachers use Technological Pedagogical Content Knowledge (TPACK) to teach English during their apprenticeship within the framework of the Merdeka Curriculum. Promoting successful teaching practices in contemporary classrooms requires TPACK, or the integration of technology, pedagogy, and content knowledge. The Merdeka Curriculum provides a framework for applying TPACK principles in practical contexts, with a strong emphasis on adaptability and digital competency. A qualitative descriptive methodology was used to investigate the perspectives and experiences of twenty Pre-Service Teachers from Wiralodra University. The data was collected using a TPACK questionnaire, and the seven TPACK components were measured using a Likert scale. The results indicate that Pre-Service Teachers are highly skilled in integrating technology with content and pedagogy, particularly in planning and aligning digital tools with lesson objectives. However, they encounter challenges in areas such as technical troubleshooting, managing learning complexity, and fostering student-centred exploration using technology. While their ability to design lessons with technological resources is commendable, their readiness to address real-time issues in digital classrooms remains limited. The flexibility of the Merdeka Curriculum enhances their readiness, but deficiencies in technical knowledge and problem-solving skills highlight the need for more targeted instruction and mentoring in these areas. The study underscores the importance of comprehensive preparatory programs to improve TPACK adoption and advocates for ongoing professional development that meets the demands of 21st-century learning. This study successfully advances the implementation of TPACK and emphasizes key areas for enhancement in pre-service teacher education programs aimed at supporting technologically advanced instruction.
References
Chai, C. S., Ling Koh, J. H., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school Pre-Service Teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers and Education, 57(1), 1184–1193. https://doi.org/10.1016/j.compedu.2011.01.007
Cheung, Y. L., & Jang, H. (2020). Understanding writing teachers’ technological pedagogical content knowledge: A study with five in-service teachers. Indonesian Journal of Applied Linguistics, 10(2), 551–561. https://doi.org/10.17509/ijal.v10i2.28607
Drajati, N. A., Rakerda, H., Sulistyawati, H., Nurkamto, J., & Ilmi, M. (2021). Investigating the adoption of TPACK-21CL by English Pre-Service Teachers in a COVID-19 teaching practicum. Indonesian Journal of Applied Linguistics, 11(1), 124–133. https://doi.org/10.17509/ijal.v11i1.34625
Gray, D. (2014). Doing Research in Real World. Sage publications.
Hulya, G., & Ay en, K. (2015). A Short Review of TPACK for Teacher Education. Educational Research and Reviews, 10(7), 777–789. https://doi.org/10.5897/err2014.1982
Ismail, S., Masari, D., Kasriyati, D., Herdi, H., & Andriani, R. (2023). Teachers’ perception of Technological Pedagogical Content Knowledge (TPACK) in Teaching at Senior High School in Pekanbaru. ELT-Lectura, 10(2), 75–82. https://doi.org/10.31849/elt-lectura.v10i2.14695
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers and Education, 55(3), 1321–1335. https://doi.org/10.1016/j.compedu.2010.06.002
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (Track): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544
Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/10.1111/bjet.12380
Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948–971. https://doi.org/10.1080/09588221.2020.1868531
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69–83. https://doi.org/10.1080/1475939X.2016.1174730
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Natalia Anggrarini, Ida Yulianawati

This work is licensed under a Creative Commons Attribution 4.0 International License.