Taloko, Johanes Leonardi (2022) Indonesian in-service efl teachers’ perceptions of their engagement and tpack in a nationwide online teacher professional development (otpd) / Johanes Leonardi Taloko</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Online teacher professional development (OTPD) has been an increasing area of interest in teacher education research. The present study investigated how Indonesian in-service English as a Foreign Language (EFL) teachers engaged in a fully online professional development program particularly PPG (Program Profesi Guru) which was delivered online due to the Covid-19 pandemic and the outcome in Technology Pedagogy Content Knowledge (TPACK) to develop their professionalism as teachers. The study aimed to answer the following research questions (1) How do the Indonesian in-service EFL teachers perceive their engagement in an online PPG program (2) How do the Indonesian in-service EFL teachers perceive their TPACK development as a result of joining an online PPG program (3) To what extend does their engagement in an online PPG program improve their quality as in-service EFL teachers (4) To what extend do in-service EFL teachers improve their TPACK as a result of joining an online PPG program The study employed an explanatory sequential mixed method which was conducted in two major phases namely the survey phase and interview phase. The questionnaire and the interview were used to capture the perceptions of the teachers in a collective sense and the teachers rsquo voices towards their perceptions on TPACK respectively. In the survey phase 317 in-service EFL teachers joining online PPG were asked to answer a questionnaire on their perceptions of Learner Engagement (LE) and TPACK upon the completion of the program. The teachers were teaching in elementary and secondary levels who dwelled in different provinces across the country. In the interview phase stratified purposive sampling was used to select three teachers for interviews to obtain deeper comprehension about the data obtain from the first phase. The selection was based on the mean scores of each teacher in LE and TPACK. The mean scores were divided into low mid and high categories. One teacher who received low scores in LE and TPACK one teacher with mid scores and one teacher with high scores were chosen. The study found that 1) The teachers perceived that they were highly engaged in all dimensions of engagement mainly behavioral emotional cognitive and social dimensions. It was measured with a 6-point Likert scale and the mean scores were 5.46 5.56 5.41 and 5.36 respectively. Being emotional dimension of engagement received the highest mean score pointed out that it was the fundamental dimension that influenced other forms of engagement. 2) The teachers perceived that PPG provided them with the knowledge of TPACK in all of its domains. This perception was indicated by the mean scores measured with a 6-point Likert scale. Among the seven domains of TPACK PCK (5.31) received the highest mean score and it is followed by TPK (5.29) TCK (5.26) PK (5.23) CK (5.12) TK (5.08) and TPACK (5.06). 3) The teachers engaged themselves behaviorally emotionally cognitively and socially in order to gain the knowledge they needed to make themselves professional English teachers. Emotional dimension of engagement occurred because the teachers had positive attitude towards the host institution particularly their instructors and the administration staff. 4) The teachers believed that online PPG helped them improve their TPACK in every domain and had more confidence to apply it in their classes. They were motivated to use collaboration tools to support students language learning and increase language skills.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S3 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 04 Mar 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/349341 |
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