Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge: From Professional Learning to Professional Practice

Introduction

Research and scholarship on technology integration in the language classrooms are increasing in number since the last decade (Kessler, 2018; Warschauer, 2000; Warschauer & Healey, 1998; Wu, 2014). This is mainly attributable to the prominence and ubiquity of technology in modern daily lives which have stirred the interests among researchers in the field to examine the use and impacts of technology on language education (Chapelle, 2009; Keengwe & Kang, 2011; Kessler, 2018). Despite all the enthusiasms, the levels of penetration and success of technology integration (Mishra & Koehler, 2006) are still shown to be discouraging, as reported by a number of studies on the challenges and barriers faced by teachers in integrating technology at classroom levels (e.g. Christ, Arya, & Liu, 2019; Herro, Quigley, & Cian, 2019; Regan et al., 2019; Vasinda, Ryter, Hathcock, & Wang, 2017). Substantial bodies of research identified teacher knowledge and perception of technology as among the reasons that contribute towards the low level of penetration and success of technology integration in the classrooms (e.g. Aljaloud, Billingsley, & Kwan, 2019; Muhaimin et al., 2019; Regan et al., 2019).

At the same time, researchers in the field of in-service teacher development have consistently worked on exploring approaches and strategies for effective and sustainable teacher professional development, as shown in a number of research and scholarships (Mak & Pun, 2015; Mohammadi & Moradi, 2017; Onguko, 2014; Zhukova, 2018). Literatures in the field of continuous professional development (CPD) for teachers have explored and offer comparisons of the various models of CPD for teachers to provide some insights to what an ‘ideal’ model of CPD, particularly the ones that promote both continuous and sustainable development, should look like. Kennedy (2005) for example identified a number of key models of CPD and classified them in relation to their capacity for supporting professional autonomy and transformative practice. The transmission category refers to models of CPD which are conceived as fulfilling the function of preparing teachers to implement reforms. The transitional category includes models of CPD which can be placed in between the transmission and transformative categories. These CPD models are considered ‘transitional’ in the sense that they have the capacity to support underlying agendas compatible with either of the other two categories. The transformative category includes models of CPD which are conceived as supporting teachers in contributing to and shaping education policy and practices (Kennedy, 2005, p. 248). Various literatures have established how the needs of 21^st century learners’ have changed tremendously compared to yesteryears, and how teachers should adapt and tailor their pedagogical approaches to accommodate these needs better (Greenlaw, 2015; Herman, 2012; Maretich, 2017; Prensky, 2009). As the need for transforming methodology and instructions in the classroom is becoming one of the most prominent topic when discussing 21^st century education, it can be argued that teacher professional development should also undergo transformation.