Abstract
This study investigates the development of EFL pre-service teachers’ (PST) technological pedagogical content knowledge (TPACK) in a novel learning mechanism synergizing inquiry-based, technology-saturated, and flipped instruction (INSTALL). INSTALL intervention, comprising flipping, modelling, designing, and role-playing stages, was done in two iterations to the PSTs. The investigation of their macro and micro skills was done in the role-playing stage. This is a qualitative study focusing on the empirical observable data of TPACK development. Five PSTs voluntarily participated in this study. Data were collected by observing the PSTs’ teaching performance and interviewing their response. An observation rubric adapted from Schmidt et al. (2009) was used to evaluate the emergence of TPACK domains in the PSTs’ teaching performance. The collected data were analysed descriptively by following Miles and Huberman’s (1994) model including data presentation, data reduction, and conclusion drawing. The gleaned data uncovered that the PSTs’ teaching performance in the first INSTALL iteration did not show much of the TPACK domains. Technologies were utilized as sources of learning rather than tools to enhance the teaching interaction. Furthermore, the teaching was teacher-centred and involved very little interaction with the learners. After receiving feedback and modelling from the instructors and engaging in discussions, the PSTs showed an enhanced ability to integrate technologies in their teaching in the second iteration. Additionally, the PSTs responded positively to the INSTALL model.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
EFL pre-service teachers, INSTALL, Macro skills, Micro skills, TPACK
