THE BEGINNER ENGLISH TEACHERS’ PERSPECTIVES OF THE TPACK LEARNING MODEL IN ELT CLASSROOMS

Abstract

TPACK emphasizes the importance of effectively integrating technology, pedagogy, and content in the learning process. Integrating TPACK in learning can help teachers create interactive and interesting learning for students. The objective of this study is to explore teachers’ perspectives on the implementation of TPACK, particularly from the viewpoint of beginner English teachers who are considered to possess higher technological literacy. This research uses a qualitative descriptive approach by interviewing two beginner teachers. The interview uses a semi-structured method which provides additional questions based on the teacher's responses. Transcription, member checking, and coding were used to analyze the data. The researchers found that beginner English teachers possess a developing yet reflective understanding of TPACK, applying it through contextually appropriate and student-centered technological practices. However, the implementation remains suboptimal due to limited technological facilities and variations in students’ digital literacy, highlighting the need for continuous institutional and professional support.