Refining the TPACK framework: a Fuzzy Delphi approach to 21st-century competency and self-efficacy constructs
Globalisation demands proficient English educators to produce graduates competent in the English language for the 21st century. Achieving this goal necessitates optimising teacher training programs, yet challenges persist, such as ESL pre-service teachers’ unpreparedness in utilising technology. The...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2428886 |
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| _version_ | 1846151553280376832 |
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| author | Fetylyana Nor Pazilah Harwati Hashim Melor Md Yunus |
| author_facet | Fetylyana Nor Pazilah Harwati Hashim Melor Md Yunus |
| author_sort | Fetylyana Nor Pazilah |
| collection | DOAJ |
| description | Globalisation demands proficient English educators to produce graduates competent in the English language for the 21st century. Achieving this goal necessitates optimising teacher training programs, yet challenges persist, such as ESL pre-service teachers’ unpreparedness in utilising technology. The Technological Pedagogical and Content Knowledge (TPACK) framework, while commonly used to assess teachers’ technology integration competencies, falls short of fully incorporating 21st-century competencies and self-efficacy, both of which are essential to a teacher’s professional development. Hence, this study seeks expert consensus on modifying the TPACK framework for ESL pre-service teachers within teacher training programs. This study employed the Design and Development research design (Type 2). The Fuzzy Delphi method was used to analyse data from 12 appointed experts. The experts concurred on the need to integrate both the 21st-century competencies construct, and the self-efficacy construct into the modified TPACK framework. This research contributes to the discourse on teacher training by recognising the essential roles of 21st-century competency and self-efficacy. It can potentially enhance pedagogical practices and address the evolving educational landscape. Further investigations could explore into ESL pre-service teachers’ specific challenges, advancing scholarly understanding of effective teacher preparation. |
| format | Article |
| id | doaj-art-973f27e7c08a4cbc8ee1f61b94e937c6 |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-973f27e7c08a4cbc8ee1f61b94e937c62024-11-27T08:46:14ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2428886Refining the TPACK framework: a Fuzzy Delphi approach to 21st-century competency and self-efficacy constructsFetylyana Nor Pazilah0Harwati Hashim1Melor Md Yunus2Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, MalaysiaFaculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, MalaysiaFaculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, MalaysiaGlobalisation demands proficient English educators to produce graduates competent in the English language for the 21st century. Achieving this goal necessitates optimising teacher training programs, yet challenges persist, such as ESL pre-service teachers’ unpreparedness in utilising technology. The Technological Pedagogical and Content Knowledge (TPACK) framework, while commonly used to assess teachers’ technology integration competencies, falls short of fully incorporating 21st-century competencies and self-efficacy, both of which are essential to a teacher’s professional development. Hence, this study seeks expert consensus on modifying the TPACK framework for ESL pre-service teachers within teacher training programs. This study employed the Design and Development research design (Type 2). The Fuzzy Delphi method was used to analyse data from 12 appointed experts. The experts concurred on the need to integrate both the 21st-century competencies construct, and the self-efficacy construct into the modified TPACK framework. This research contributes to the discourse on teacher training by recognising the essential roles of 21st-century competency and self-efficacy. It can potentially enhance pedagogical practices and address the evolving educational landscape. Further investigations could explore into ESL pre-service teachers’ specific challenges, advancing scholarly understanding of effective teacher preparation.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2428886TPACKESL pre-service teachersteacher training program21st-century competencyself-efficacyTeachers & Teacher Education |
| spellingShingle | Fetylyana Nor Pazilah Harwati Hashim Melor Md Yunus Refining the TPACK framework: a Fuzzy Delphi approach to 21st-century competency and self-efficacy constructs Cogent Education TPACK ESL pre-service teachers teacher training program 21st-century competency self-efficacy Teachers & Teacher Education |
| title | Refining the TPACK framework: a Fuzzy Delphi approach to 21st-century competency and self-efficacy constructs |
| title_full | Refining the TPACK framework: a Fuzzy Delphi approach to 21st-century competency and self-efficacy constructs |
| title_fullStr | Refining the TPACK framework: a Fuzzy Delphi approach to 21st-century competency and self-efficacy constructs |
| title_full_unstemmed | Refining the TPACK framework: a Fuzzy Delphi approach to 21st-century competency and self-efficacy constructs |
| title_short | Refining the TPACK framework: a Fuzzy Delphi approach to 21st-century competency and self-efficacy constructs |
| title_sort | refining the tpack framework a fuzzy delphi approach to 21st century competency and self efficacy constructs |
| topic | TPACK ESL pre-service teachers teacher training program 21st-century competency self-efficacy Teachers & Teacher Education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2428886 |
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