Cheung, Y. L. & Jang, H. (2020). Understanding writing teachers’ technological pedagogical content knowledge: A study with five in-service teachers. Indonesian Journal of Applied Linguistics, 10(2), 551-561. https://doi.org/10.17509/ijal.v10i2.28607 

Abstract:

“The  growing  emphasis  on  emerging technologies  in education  has required  in-service  teachers to  develop  more  technological  knowledge.  However,  little  is  known  about  the  application  of technological  pedagogical  content  knowledge  (TPACK)  on  subject  matter  knowledge  in language  teaching.  This  qualitative  study  examined five  writing teachers’  implementation  of instructional  objectives,  instructional  strategies,  and  technologies  to  teach  writing  as  well  as their  assessment  of  learning  using  the  TPACK-Writing  perspective.  Lesson  observations  were conducted  for  each  teacher.  Adopting  a  case  study  design,  the  observation  transcripts  were analyzed with a focus on the teachers’ execution of the instructional objectives, instructional strategies, and technologies to teach writing as well as their assessment of learning. The results showed  that  the complex  nature  of  writing  pedagogy  with TPACK-Writing as  a  construct  was mediated  by  cultural  factors  such  as  an  examination-oriented  system  and  teacher-centered pedagogy. The  results also  suggested  that  the application of  TPACK-Writing  should  involve a student-centered  approach rather than  a  teacher-centered  approach,  which  implies the  need  for teachers  to  acquire  a  high  level  of  knowledge  of  learners  and  the  instructional  context  to promote effective pedagogy.”