Malaysian Primary School Teachers’ Self-Assessment of TPACK and their Blended Learning Practice

Abstract

With the advent of salient technologies, the education field cannot remain idle as technological development, and the value of knowledge need to go hand in hand. Therefore, teachers, being at the forefront of the education field, need to equip themselves with the necessary knowledge to ensure a successful teaching and learning process. Despite numerous studies examining teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK), there is limited research that investigates how teachers translate their TPACK in a blended learning classroom. Hence, this study investigates teachers’ self-assessment of their TPACK towards blended learning implementation in the primary English as Second Language (ESL) classroom and how their TPACK is congruent with their blended learning practice. The sample consisted of 144 Malaysian primary school teachers in the state of Negeri Sembilan. The instruments used were questionnaires and classroom observations. The findings indicated that teachers overall assessed themselves to have a high level of TPACK towards blended learning implementation. Concurrently, teachers’ high TPACK were congruent with their blended learning practice, suggesting that all participants exhibited various facets of TPACK in their blended learning classrooms. As a consequence, the findings highlight the importance of having adequate TPACK to achieve optimal use of blended learning in line with the current 21st-century learning.