Exploring tpack competencies of primary school teachers in ESL classroom

Abstract

The Malaysian education system has gone through a lot of changes and now moving towards Education 4.0. In this case, technology plays a vital role in making the education system to achieve the goals. The TPACK framework comprises of the knowledge needed by the teachers in bringing together Technological Knowledge, Pedagogical Knowledge and Content Knowledge. This study aims to know the TPACK level of the primary school English teachers in Pasir Gudang District. A total of 240 teachers from Pasir Gudang District took part in this study. A mix-method was employed to gather the data in two phases. For the first phase, quantitative data were collected through the TPACK questionnaire. The questionnaire consists of 8 sections with 46 items on the domains and sub-domains of TPACK. For the qualitative, a semistructured interview was conducted to gather data in the second phase. 5 teachers volunteered themselves to be interviewed in the second phase. The quantitative results indicated that teachers are at an average level of TPACK and there is no significant difference between their TPACK level with their gender, age and teaching experience. The qualitative result revealed that the effect of TPACK level in the English teaching perceived by primary school English teachers are positive. Teachers claimed that technology integration in their pedagogical and content knowledge creates a fun learning environment, promotes active participation of students and the learning objectives are easily achievable.