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

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

Cynthia C. James, Kean Wah Lee
Copyright: © 2020 |Pages: 37
ISBN13: 9781799812821|ISBN10: 1799812820|ISBN13 Softcover: 9781799812838|EISBN13: 9781799812845
DOI: 10.4018/978-1-7998-1282-1.ch013
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MLA

James, Cynthia C., and Kean Wah Lee. "Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge: From Professional Learning to Professional Practice." Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning, edited by Bin Zou and Michael Thomas, IGI Global, 2020, pp. 279-315. https://doi.org/10.4018/978-1-7998-1282-1.ch013

APA

James, C. C. & Lee, K. W. (2020). Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge: From Professional Learning to Professional Practice. In B. Zou & M. Thomas (Eds.), Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning (pp. 279-315). IGI Global. https://doi.org/10.4018/978-1-7998-1282-1.ch013

Chicago

James, Cynthia C., and Kean Wah Lee. "Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge: From Professional Learning to Professional Practice." In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning, edited by Bin Zou and Michael Thomas, 279-315. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1282-1.ch013

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Abstract

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

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