TPACK of EFL Upper Secondary School Teachers in Thailand: A Comparison between Self- and Students’ Assessments
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Abstract
Grounded in the Technological Pedagogical and Content Knowledge (TPACK) framework, this mixed-methods study investigates the TPACK levels of EFL upper secondary school teachers based on the teachers’ self-assessment and the assessment from their students and examines the differences between EFL upper secondary school teachers’ TPACK self-assessments and their students’ assessment of their teachers’ TPACK in a private school in Thailand. 334 upper secondary school students and 36 EFL upper secondary school teachers participated in the study. Data collection tools included TPACK questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and the Independent Samples t-Test, while qualitative data underwent thematic analysis to interpret and support the research questions. On average, results revealed that teachers assessed their TPACK knowledge very highly, particularly in Content Knowledge (CK) and Pedagogical Content Knowledge (PCK), whereas students assessed their teachers’ TPACK at a high level, highlighting gaps in technological proficiency and practical application. Teachers faced challenges such as inadequate aptitude for resolving computer issues, limited use of collaborative tools, and unreliable internet connectivity. Students emphasized the value of engaging and interactive teaching methods but noted inconsistent technology integration in the instruction. The study underscores the importance of targeted professional development programs to enhance teachers’ technological and pedagogical skills, addressing the gaps identified by students.
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