Noviani, S., & Kuswandono, P. (2022). Self-efficacy beliefs of English teachers from non-educational backgrounds towards TPACK: An insight from Indonesia. Englisia: Journal of Language, Education, and Humanities, 10(1), 182-201. https://doi.org/10.22373/ej.v10i1.12935

Abstract:

“This research investigates how English teachers with a non-English educational background demonstrate their self-efficacy beliefs on the technological pedagogical content knowledge (TPACK) toward their professional practices. The data was obtained from 18 teachers from a non-English educational background in formal and informal beliefs. Employing a mixed-method research approach, this study gathered the data using closed-ended and open-ended questionnaires, individual interviews, and in-depth interviews. Responses revealed that 18 participants completed a 5-item Likert-type survey measuring the level of teachers’ TPACK self-efficacy. The survey measures the three major aspects of TPACK mean value for teachers’ technological knowledge (TK) (X = 23.55) and pedagogical knowledge (PK) (X = 19.55), both of which are relatively higher than the value of the content knowledge (CK) (X = 16). The dominant factor affecting the high percentage in those two aspects emanates from the teachers’ persistent accounts that they need to be independent in learning while constantly updating their knowledge. This research also discusses the suggestion for future research studies for developing teachers’ TPACK self-efficacy.”