Infusing TPACK Domains in Lesson Plan: Higher English Education Teachers’ Standpoints
This study aimed to explore the knowledge of five English language lecturers regarding the design of TPACK (Technological Pedagogical and Content Knowledge)-informed lesson plans. A descriptive qualitative approach was used in this research. The data sources in this study were obtained from an open-ended questionnaire as well as the lesson plan designed by the lecturers. The questionnaire was used to determine the methods of English language teaching by considering students’ backgrounds, learning styles, instructional media, and learning objectives. The document analysis was applied to gain the data that concern the practice of the teachers in designing lesson plans based on the seven components within the Technological Content Knowledge (TPACK) framework. The analysis of the lesson plans meticulously prepared by the five teachers revealed that their lesson plans not only encompass but also integrate the seven component deemed relevant and in accordance with the criteria established within the framework. Furthermore, the findings suggest that educators acknowledge the influential role of personal factors in students’ English language learning experiences, considering not only their backgrounds but also diverse learning styles while incorporating pertinent instructional media. In essence, this research underscores educators’ commitment to crafting a comprehensive and pertinent learning environment.
Keywords: TPACK, Lesson Plan, ELT, Teachers, Higher Education
