Publisher

INDONESIAN EFL JOURNALINDONESIAN EFL JOURNAL

Journal Indonesian Journal of EFL and LinguisticsIndonesian Journal of EFL and Linguistics Abstract

This study examines the role of English teachers in Professional Learning Communities (PLCs) as they develop their Technological Pedagogical Content Knowledge (TPACK) within the context of cultural and religious norms in madrasahs in Semarang City, Indonesia. Using a qualitative ethnographic case study methodology, the data were collected through observations, questionnaires, and field notes to demonstrate teachers behavioural, emotional, and cognitive engagement. The study consisted of 50 in-service English teachers from thirty Islamic junior high schools serving varying educational backgrounds and professional learning experiences. The findings suggest, using Fredricks et al.s multidimensional framework on engagement, that the teachers were very engaged behaviourally when we measured their attendance, participation, and attempts to use technology in their classrooms. Emotionally, the teachers exhibited excitement, curiosity, key details, engagement, pride, and self-efficacy, which led them to feel connected to the PLC and motivated to experiment with different instructional practices. Cognitively, the teachers engaged in reflective practices, planning with goals, problem-solving, and pedagogically integrating technology with content. This study highlights that PLCs can be a formidable vehicle for collaborative professional growth, helping English teachers develop their technological teaching capacity and pedagogically innovate while maintaining their cultural and religious nuance. This study also highlights that TPACK reconstruction involves a process of continually engaging in multidimensional, ongoing interactions to be effectively reconstructed in a relevant context.

Conclusion

The study demonstrates high levels of behavioral, emotional, and cognitive engagement among English teachers in PLCs as they reconstruct their TPACK.This engagement is fostered by the collaborative environment of PLCs, which supports teachers in integrating technology, pedagogy, and content knowledge.The findings underscore the importance of PLCs as a valuable tool for teacher professional development and highlight the need for sustained support to ensure their effectiveness.

Future Research

Further research should investigate the long-term impact of PLC participation on teachers classroom practices and student learning outcomes, moving beyond self-reported engagement to observable changes in instruction. Additionally, studies could explore how to effectively scale up successful PLC models to reach a wider range of teachers and schools, addressing logistical and resource challenges. Finally, research is needed to examine the role of school leadership in fostering a supportive environment for PLCs, including providing adequate time, resources, and recognition for teacher collaboration, and how this leadership impacts the sustainability and effectiveness of these communities in the Indonesian context.

References

1. 0. transferring lghor.alzahra.ac.ir/article_4895.html0 transferring lghor alzahra ac ir article 4895 html
2. Enhancing pre-service teachers’ TPACK through the integrating of community of practice and lesson... doi.org/10.11591/ijere.v13i6.29240Enhancing pre service teachersAo TPACK through the integrating of community of practice and lesson doi 10 11591 ijere v13i6 29240

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