Abstract
This research explores the evolving perceptions of English teachers regarding the integration of Technological Pedagogical Content Knowledge (TPACK) and its application in English Language Teaching (ELT) in the post-Covid-19 educational landscape. Using a mixed methods approach, this research draws from educators' experiences in innovatively incorporating TPACK to increase student engagement, facilitate personalized learning experiences, and improve communication. A total of seventeen English teachers in different schools in North Sumatra, Medan. Findings highlight the influence of TPACK on pedagogical strategies in response to the dynamic post-pandemic educational landscape.
Recommended Citation
Daulay, I.,
&
Fithriani, R.
(2024).
English Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK) and Its Application in English Language Teaching: Post-COVID-19.
Jurnal Pendidikan dan Pembelajaran, 31(1).
Available at:
https://citeus.um.ac.id/jpp/vol31/iss1/1