EXPLORING THE CHALLENGES AND STRATEGIES FOR INDONESIAN IN-SERVICE ENGLISH TEACHERS TO IMPLEMENT THE TPACK IN SECONDARY SCHOOLS

Abstract

This library research systematically reviewed the literature on the challenges and strategies for Indonesian in-service English teachers to implement the Technological Pedagogical Content Knowledge (TPACK) framework in secondary schools. The purpose was to explore the available evidence on the challenges faced by in-service English teachers in implementing TPACK and identify effective strategies to address these challenges. A systematic search of electronic databases was conducted, and the selected articles were analyzed using a thematic analysis approach. The results revealed that technology integration issues, including teacher incompetence for technology integration and insufficient school infrastructure, hamper the use of TPACK. Additionally, teachers utilized inquiry-based learning and technology-integrated lessons, such as combining content with Integrated Interactive Whiteboards (IWB) and multimedia, to adopt TPACK in their classrooms. To assist teachers in incorporating TPACK into their teaching practices, the results of this study present implications for teacher training programmes and educational policies in Indonesia.