THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN VIET LONG EXPLORING TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) COMPETENCY OF HAI DUONG PROVINCE HIGH SCHOOL ENGLISH TEACHERS M.A THESIS Field: English Linguistic Code: 822.01 THAI NGUYEN -2023 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN VIET LONG EXPLORING TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) COMPETENCY OF HAI DUONG PROVINCE HIGH SCHOOL ENGLISH TEACHERS M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nguyen Thi Minh Loan, Ph.D THAI NGUYEN - 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN VIỆT LONG KHÁM PHÁ NĂNG LỰC DẠY HỌC THEO TPACK CỦA GIÁO VIÊN TIẾNG ANH CẤP THPT TẠI HẢI DƯƠNG LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS. Nguyễn Thị Minh Loan THÁI NGUYÊN - 2023 DECLARATION I hereby certify that the thesis “EXPLORING TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) COMPETENCY OF HAI DUONG PROVINCE HIGH SCHOOL ENGLISH TEACHERS” is submitted for the partial fulfillment of the Degree of Master of Arts at the School of foreign languages, Thai Nguyen University. I also declare that this thesis is result of my own research and efforts and that it has not been submitted for any other purposes. Thai Nguyen, February, 2023 Approved by supervisor Author’s Signature: Dr.
Nguyen Thi Minh Loan Nguyen Viet Long i ACKNOWLEDGEMENTS First and foremost, I would also like to express my sincere gratitude and deep appreciation to my supervisor, Dr. Nguyen Thi Minh Loan for her precious guidance, critical comments and constructive supervision through my research. Without these, the thesis could not have been completed. Secondly, my gratitude goes to 30 teachers from high schools in Hai Duong province, who enthusiastically participated in the research procedure.
I am very grateful to all of them for providing detailed information for the analysis of the study. Thirdly, I would like to show my deep gratitude to all the lecturers at School of Foreign Languages, Thai Nguyen University for the valuable lectures, which laid the foundation for my thesis. Last but not least, I must express my gratitude to my beloved family - my parents, my sister and my best friend whose support and encouragement have always been a great deal of strength that has helped me to complete this thesis. ii TABLE OF CONTENTS DECLARATION.
ii TABLE OF CONTENTS. iii LIST OF TABLES .v LIST OF FIGURES. vii LIST OF ABBREVIATION .ix CHAPTER 1: INTRODUCTION. Aims of the study.
Scope of the study. Significance of the study. Organization of the study.III CHAPTER 2: LITERATURE REVIEW. Online teaching competencies.
Definition of online teaching competences. Classification of online teaching competences. Importance of online teaching competencies in high school English teaching. Skills for online teaching.
Technological Pedagogical and Content Knowledge (TPACK). Challenges in online teaching. XIX CHAPTER 3: METHODOLOGY. Subjects of the study.
Data collection instruments. Data collection procedure. Data analysis procedure .XXIV CHAPTER 4: FINDINGS AND DISCUSSION. Findings from the questionnaire.
Findings from the interview. Research question 1: What are the online teaching competencies of the English teachers in terms of TPACK?. Research question 2: What are the challenges that the teachers encounter in teaching online?. XXXIX iv CHAPTER 5: IMPLICATIONS AND CONCLUSION.
XLVIII APPENDIX A: TPACK competency Survey. XLVIII APPENDIX B: SEMI-STRUCTURED INTERVIEW QUESTIONS. IX v LIST OF TABLES Table 4.1: Survey on technology knowledge of teachers .2: Survey on content knowledge of teachers .3: Survey on pedagogical knowledge of teachers .4: Survey on pedagogical content knowledge of teachers .5: Survey on technological pedagogical knowledge of teachers .6: Survey on technological content knowledgeError! Bookmark not defined. Interview on the feeling of online teaching.
Interview on the feeling of using technologies into the course. Interview on the difficulties of online teaching practice. XXXIV vi LIST OF FIGURES Figure 2. A framework for acquiring online teaching competencies.
Error! Bookmark not defined. Categorization of online teaching competenciesError! Bookmark not defined.3: Relationships among technology, pedagogy, and content knowledge. Error! Bookmark not defined. vii LIST OF ABBREVIATION TPACK Technological Pedagogical and Content Knowledge TK Technology Knowledge PK Pedagogy Knowledge CK Content Knowledge TPK Technological Pedagogical Knowledge PCK Pedagogical Content Knowledge ISTE The International Society for Technology in Education VNU Vietnam National University viii ABSTRACT The study was conducted with the hope that the result gained could evaluate the online teaching competency of high school English teachers in Hai Duong province.
The purpose of the study was to examine online teaching competency of English teachers in terms of the TPACK (Technological Pedagogical Content Knowledge) and to investigate the challenges the teachers were coping with. This study was conducted at high school and the subjects were 30 English teachers from 5 high schools in Hai Duong province in the second semester of the school year 2021/2022. The results showed that the teachers’ technological knowledge, pedagogical content knowledge, and technological Content Knowledge was high. These three areas of knowledge were considered to be the key components of TPACK, and the high average scores suggested that the teachers in Hai Duong province had a good level of competence in integrating technology into their teaching practice.
Finally, some further implications, limitations and suggestions for further studies were included in this study. ix CHAPTER 1: INTRODUCTION 1. Rationale Online teaching competence refers to the knowledge, skills, and attitudes necessary for educators to design, deliver, and assess effective online learning experiences for their students. As the COVID-19 pandemic and advancements in digital technologies continue to drive the need for online teaching, educators must possess technical proficiency in online platforms and tools, pedagogical expertise in designing effective online instruction, and communication skills to engage with learners.
Additionally, they must adapt their teaching strategies to cater to the diverse learning styles and preferences of online learners. Online teaching competence is a multifaceted concept that encompasses various skills and knowledge areas. Technical proficiency is essential for educators to effectively use online platforms and tools for teaching and learning. This includes skills in video conferencing, learning management systems, multimedia tools, and other digital technologies used in online education.
Pedagogical expertise is also crucial for designing effective online instruction that meets the needs of learners. Educators must have a deep understanding of instructional design principles and be able to develop engaging and interactive learning activities that foster critical thinking, problem-solving, and collaboration among learners. Communication skills are another important aspect of online teaching competence, as educators must be able to effectively communicate with learners in online settings. This includes skills in facilitating online discussions, providing feedback, and responding to learner needs and concerns.
Finally, online teaching competence requires educators to adapt their teaching strategies to cater to the diverse learning styles and preferences of online learners. This may involve using a variety of instructional strategies, such as visual aids, interactive activities, and multimedia tools, to enhance learner engagement and motivation. The Technological Pedagogical Content Knowledge (TPACK) framework, introduced by Mishra and Koehler in 2006, is a widely accepted model for understanding and implementing online teaching competencies. TPACK is vital in assisting teachers to select and use hardware and software tools in a pedagogically appropriate and effective manner.
Despite its essential connection to subject content, only a few studies have explored how TPACK could be further developed for specific learning domains. I The TPack framework consists of three interrelated components: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). CK refers to the subject matter knowledge that teachers have in their respective disciplines, while PK refers to the knowledge and skills that teachers have in teaching and learning strategies. TK refers to the knowledge and skills that teachers have in using technology to enhance teaching and learning.
The integration of these three components is what makes the TPACK framework unique and effective. In order to effectively integrate technology into teaching and learning, teachers need to have a deep understanding of how the technology fits into their subject matter and pedagogical practices. Currently in Hai Duong, due to the COVID pandemic, teaching had to switch from the traditional model to the online teaching model. In fact, every year in Hai Duong, there were training sessions by the Department of Education in cooperation with Vietnam National University (VNU)on e-teaching, familiarization with new textbooks and teaching applications on sachmem.
Therefore, the researcher would like to investigate the online teaching competencies in terms of TPACK (Technological Pedagogical Content Knowledge) competency of the English teachers at high schools in Hai Duong province as well as the challenges they encountered when teaching online during the COVID pandemic. Aims of the study The aim of the study was to explore the current level of online teaching competency among high school English teachers. Besides, this study would investigate the challenges the teachers were coping with. Therefore, the study would have the two following research questions: 1.
What are the online teaching competencies of the English teachers in terms of TPACK? 2. What are the challenges that the teachers encounter in teaching online? 1. Scope of the study Within the scope of a small-sized research paper, due to the time limitation and the fact that it was impossible to cover all the aspects in need of analysis, this study mainly focused on exploring highs school English teachers online teaching competency. The setting of the study was in the 2nd term of the academic year 2021/2022.
The subjects of II the research were 30 senior high school English teachers in Hai Duong Province, Vietnam, who had been teaching English online. The study's findings would be only meaningful in the particular online teaching situation in Hai Duong. However, the findings could become a useful reference for other teachers who want to solve their own problems in teaching online. Significance of the study Practically, this study could identify the specific competencies required for high school English teachers to be effective in online teaching, which could contribute to improving the quality of online education.
The significance of the research was to provide insight into the skills and knowledge gaps that teachers had in online teaching. This information were used to design professional development programs that could help teachers improve their online teaching competencies, which could ultimately lead to better learning outcomes for students. Organization of the study This thesis consisted of five chapters. Chapter I, Introduction, presents the background to the study, states the aim of the study, lists the research questions, the significance, the scope and the design of the study.
Chapter II, Literature review, presents the online teaching competency, Technological Pedagogical and Content Knowledge (TPACK), some challenges in online teaching and previous studies. Chapter III, Methodology, provides a detailed description of the research methods including: research question, data collection instruments, subjects, procedures, and data analysis of the study. Chapter IV, Results and Discussion reports and discusses the results of the study. Finally, Chapter V, Implications and Conclusion offers some implications for high school English teacher online teaching competency, points out limitations, recommends directions for future research, and makes a final conclusion.
III CHAPTER 2: LITERATURE REVIEW This chapter discusses the theory and the previous research into the areas that form the underpinnings for this study. The first section defines online teaching competencies. In the second section, the researcher gives an overview of TPACK. The third section discusses the challenges in online teaching.
The last area is a review of related studies. Online teaching competencies 2. Definition of online teaching competences According to Zapata-Ros (2002), online teaching competences refer to the knowledge, skills, and abilities that are necessary for effective teaching in a virtual or online environment. These competences may include a range of skills related to instructional design, online pedagogy, and digital tools and platforms.