EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF TECHNOLOGICAL KNOWLEDGE DEVELOPMENT DURING FIELD TEACHING PRACTICE

Makmur. SID. 18010106045., M (2022) EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF TECHNOLOGICAL KNOWLEDGE DEVELOPMENT DURING FIELD TEACHING PRACTICE. Other thesis, IAIN Kendari.

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Abstract

ABSTRACT
Makmur. SID. 18010106045. EFL Pre-service Teachers’ Perceptions of
Technological Knowledge Development during Field Teaching Practice.
Supervised by: Isna Humaera, S.Ag., S.Pd., M.Pd, and Nur Hasanah Safei,
S.Pd., M.Pd.
This study aims to investigate EFL pre-service teachers‟ perceptions of
technological knowledge development during field teaching practice. Data were
collected by using reflections of three EFL pre-service teachers‟ in English
Education Department. This qualitative study focuses on the perceptions of EFL
pre-service teachers‟ based on the concept of TPACK framework especially
Technological Knowledge (TK). The result of the analysis showed that EFL pre�service teachers‟ tended to have a positive perception regarding their
technological knowledge implementation during contributing to the field teaching
practice in the classroom. Through a thematic analysis method, five themes
emerged from this study, i.e., the basic technological knowledge of EFL pre�service teachers, the easiness of EFL pre-service teachers‟ in operating
technology, the EFL pre-service teachers‟ mastery of technological skills, the
importance of using technology in teaching, and the importance of having
technological knowledge. This study implies that teacher educators should raise
the EFL pre-service teachers‟ awareness of their technological knowledge
development and help pre-service teachers gain a good understanding of
technological knowledge.
Keywords: technological knowledge; qualitative study; EFL pre-service
teachers‟; field teaching practice

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