Foreign language teachers’ technological and pedagogical content knowledge: A study with AFL teachers in Indonesia
Abstract
Teaching-learning of the Arabic language has emerged as vital in both Muslim and non-Muslim countries. However, a lack of studies exists on measuring the technological pedagogical content knowledge (TPACK) of Arabic language teachers. Thus, this study explores Indonesian Arabic teachers’ TPACK and provides a conceptualization that the elements of TPACK are not separate; rather, each element facilitates the sustenance of other elements. To achieve this objective, a quantitative research approach is undertaken using a validated and reliable questionnaire. Data is collected from 320 teachers (snowball sampling) using Google forms. The data analysis reflects the inter-relation of the elements of TPACK, with a satisfactory TPACK of the Indonesian Arabic teachers. Additional findings suggest that teachers use technology minimally in designing tasks or even assessments despite their strong technological background. Further studies are recommended to explore teachers’ roles, teacher development programs, and religious motivation in achieving higher TPACK of Arabic language teaching.
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