Self-efficacy beliefs of English teachers from a non-educational background in the Indonesian context

Stella Noviani, Paulus Kuswandono

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 Indonesian education settings. Those teachers undertook strategies to develop the technological pedagogical content knowledge (TPACK) while managing their self-efficacy 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.

Keywords


TPACK self-efficacy

Full Text:

PDF

References


Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage. Family Online Safety Insitute.

Dunst, C. J., & Bruder, M. B. (2014). Preservice professional preparation and teachers’ self-efficacy appraisals of natural environment and inclusion practices. Teacher Education and Special Education, 37(2), 121-132.

Hashweh, M. Z. (2013). Chapter 6 pedagogical content knowledge: twenty-five years later. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community (Pp. 115–140)., Bingley, England: Emerald Group Pub. Ltd.

J. A. Choi and S. Kwon. (2015). Analysis of the structural equation model on self-concept in such, the perception and the actual understanding of musical contents knowledge, and music teaching efficacy of early childhood pre-service teachers. Journal of Future Early Childhood Education, Vol.22, No.4, Pp.257-278.

Kim, E. (2013). Music technology-mediated teaching and learning approach for music education: A case study from an elementary school in South Korea. International Journal of Music Education, 31(4), 413-427.

Kultsum, U. (2017). The Concept of Pedagogical Content Knowledge (PCK): Recognizing the English Teachers’ Competences in Indonesia. https://doi.org/10.2991/icirad-17.2017.11

McNicholl, J., Childs, A., & Burn, K. (2013). School subject departments as sites for science teachers learning pedagogical content knowledge. Teacher Development, 1–20.

Nagauleng, A. M. (2018). Investigasi Terhadap Kompetensi Dosen Non Bahasa Inggris Dalam Mengajarkan Bahasa Inggris: Studi Kasus Di Uin Alauddin Makassar. (Doctoral Dissertation; Pascasarjana).

Naz, M., Scholar, M. P., & Scholar, M. P. (2020). Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching. VI(I).

Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.

Pajares MF. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. Https://Doi.Org/10.3102/00346543062003307.

Rodrigues, S., Marks, A., & Steel, P. (2003). Developing science and ICT pedagogical content knowledge: A model of continuing professional Innovations. Education and Teaching International, 40(4), 386–394.

Rubashini Ramakrishnan, Norshidah Mohamad Salleh, & Aliza Alias. (2019). Technological pedagogical and content knowledge among vocational special education teachers. 4, 144–149.

S. Garvis and D. Pendergast. (2011). An investigation of early childhood teacher self-efficacy beliefs in the teaching of arts education. International Journal of Education and the Arts, Vol.12, No.9, Pp.1-15.

Sensoy, O., & Yildirim, H. I. (2018). Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers’ Self-Efficacy Belief Levels Toward Science Education. Journal of Education and Training Studies, 6(10), 29.

https://doi.org/10.11114/jets.v6i10.3433

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review. Harvard Educational Review, 57(1), 1–23. http://people.ucsc.edu/~ktellez/shulman.pdf

Shulman, Lee S. (1986). Those Who Understand: A Conception of Teacher Knowledge. American Educator, 10(1), 4–14. http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ333816%5Cnpapers3://publication/uuid/E77F7FFC-98B3-40B5-90D2-50050B024672

Van Dijk, E. M., & Kattmann, U. (2007). A research model for the study of science teachers’ PCK and improving teacher education. Teaching and Teacher Education, 23(6), 885-897.

Von Frank, V. (2008). Professional Learning for School Leaders. Oxford, Ohio: National Staff Development Council.

Zhu, X., & Wang, Y. (2020). Developing Pedagogical Content Knowledge for Pre-service Teachers Learning to Teach English as a Foreign Language. Frontiers in Educational Research, 3(9).




DOI: http://dx.doi.org/10.22373/ej.v10i1.12935

Refbacks

  • There are currently no refbacks.


This journal has been viewedtimes.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: