Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning

The present study is aimed at understanding pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) development with Design-based Learning (DBL) in a blended learning course on Technology enhanced learning. Reflection was employed to probe the preservice teachers’ TPACK develop...

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Päätekijät: Nguyen Bich Dieu, Lee, Kean Wah, Tan, Choon Keong
Aineistotyyppi: Artikkeli
Kieli:English
English
Julkaistu: Global Academic Excellence (M) Sdn Bhd 2019
Aiheet:
Linkit:https://eprints.ums.edu.my/id/eprint/31699/2/Understanding%20Vietnamese%20preservice%20TEFL%20teachers%E2%80%99%20TPACK%20development%20with%20design-based%20learning%20via%20reflective%20learning_ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/31699/1/Understanding%20Vietnamese%20preservice%20TEFL%20teachers%E2%80%99%20TPACK%20development%20with%20design-based%20learning%20via%20reflective%20learning.pdf
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author Nguyen Bich Dieu
Lee, Kean Wah
Tan, Choon Keong
author_facet Nguyen Bich Dieu
Lee, Kean Wah
Tan, Choon Keong
author_sort Nguyen Bich Dieu
collection UMS
description The present study is aimed at understanding pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) development with Design-based Learning (DBL) in a blended learning course on Technology enhanced learning. Reflection was employed to probe the preservice teachers’ TPACK development and the complex interrelationship between the seven knowledge components. Through content analysis of the participants’ reflective journals and thematic analysis of their interviews, the findings revealed that there was certainly some evidence of growth in some of their TPACK components although content knowledge, technological content knowledge and pedagogical content knowledge were still limited. Both Design-based Learning environment and the reflective tool have proven to be useful platforms for the preservice teachers to enhance their learning experiences of technology use, and their willingness and confidence to apply what they learned in their future teaching practice.
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spelling ums.eprints-316992022-02-25T21:13:37Z https://eprints.ums.edu.my/id/eprint/31699/ Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning Nguyen Bich Dieu Lee, Kean Wah Tan, Choon Keong LB1025-1050.75 Teaching (Principles and practice) The present study is aimed at understanding pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) development with Design-based Learning (DBL) in a blended learning course on Technology enhanced learning. Reflection was employed to probe the preservice teachers’ TPACK development and the complex interrelationship between the seven knowledge components. Through content analysis of the participants’ reflective journals and thematic analysis of their interviews, the findings revealed that there was certainly some evidence of growth in some of their TPACK components although content knowledge, technological content knowledge and pedagogical content knowledge were still limited. Both Design-based Learning environment and the reflective tool have proven to be useful platforms for the preservice teachers to enhance their learning experiences of technology use, and their willingness and confidence to apply what they learned in their future teaching practice. Global Academic Excellence (M) Sdn Bhd 2019 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/31699/2/Understanding%20Vietnamese%20preservice%20TEFL%20teachers%E2%80%99%20TPACK%20development%20with%20design-based%20learning%20via%20reflective%20learning_ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/31699/1/Understanding%20Vietnamese%20preservice%20TEFL%20teachers%E2%80%99%20TPACK%20development%20with%20design-based%20learning%20via%20reflective%20learning.pdf Nguyen Bich Dieu and Lee, Kean Wah and Tan, Choon Keong (2019) Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning. International Journal of Education, Psychology and Counseling, 4. pp. 154-169. ISSN 0128-164X http://www.ijepc.com/PDF/IJEPC-2019-31-06-14.pdf https://doi.org/10.35631/IJEPC.4310014 https://doi.org/10.35631/IJEPC.4310014
spellingShingle LB1025-1050.75 Teaching (Principles and practice)
Nguyen Bich Dieu
Lee, Kean Wah
Tan, Choon Keong
Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning
title Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning
title_full Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning
title_fullStr Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning
title_full_unstemmed Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning
title_short Understanding Vietnamese preservice TEFL teachers’ TPACK development with design-based learning via reflective learning
title_sort understanding vietnamese preservice tefl teachers tpack development with design based learning via reflective learning
topic LB1025-1050.75 Teaching (Principles and practice)
url https://eprints.ums.edu.my/id/eprint/31699/2/Understanding%20Vietnamese%20preservice%20TEFL%20teachers%E2%80%99%20TPACK%20development%20with%20design-based%20learning%20via%20reflective%20learning_ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/31699/1/Understanding%20Vietnamese%20preservice%20TEFL%20teachers%E2%80%99%20TPACK%20development%20with%20design-based%20learning%20via%20reflective%20learning.pdf
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