Date of Publication

3-29-2023

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education

Subject Categories

Secondary Education | Secondary Education and Teaching

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Thesis Advisor

Leah E. Gustilo

Defense Panel Chair

Aireen B. Arnuco

Defense Panel Member

Alice Mae M. Arbon
Jennifer Tan-De Ramos

Abstract/Summary

In this era, technology has proved its undeniable role in education. Tracing back the history of the Philippine Education System, it acknowledged the affordances offered by technology only in 1996 (Vergel de Dios, 2016). Up to this date, Philippine schools have integrated its usage into the curriculum and the actual classroom. Technological Pedagogical Knowledge Content Knowledge is regarded as one of the essential frameworks describing teachers' ability to teach content with technology. This study reports the development and validation process of a self-rating tool that examines the technological pedagogical content knowledge of in-service teachers teaching English in secondary schools in the Philippines. The self-rating tool, TPACK-in-Practice, aims to provide an assessment tool for in-service English language teachers that addresses content-specific technologies, including tools and digital resources. It utilized the mixed method approach, and survey items were adopted from a localized TPACK framework of Capacete (2021). The content and construct validity of the items were established through expert validation through English teachers, educational technology, and PPST experts. The results of the expert validation indicated a consensus of 3.86 means and a 0.26 SD. The TPACK-in-practice self-rating tool is described as 'Exceeds Expectation. After the expert validation, the developed instrument was administered to 120 in-service English teachers from Luzon, Visayas, and Mindanao. Reliability was established using Cronbach's alpha internal consistency test. Consequent to the reliability testing, the final factor included three components with seventy-nine indicators grouped according to the teaching processes: 11 items in Planning, 34 in Implementation, and 34 in Evaluation. The results offered a valid and reliable TPACK-in-Practice self-rating tool depicting actual teaching practices to assess in-service teachers. Implications for developing other content- and context-specific TPACK surveys and how they benefit other stakeholders are discussed.

Keywords: technological pedagogical content knowledge (TPACK), PPST, ELT, ESL, assessment

Abstract Format

html

Language

English

Format

Electronic

Physical Description

377 leaves

Keywords

Educational technology; English teachers; English language—Study and teaching (Secondary)

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Embargo Period

5-9-2023

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