EXPLORING TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) COMPETENCY OF HAI DUONG PROVINCE HIGHSCHOOL ENGLISH TEACHERS

Abstract

This study was conducted with the hope that from the results obtained, we can evaluate the online teaching capacity of high school English teachers in Hai Duong province in terms of TPACK (Technological Pedagogical Content Knowledge) and investigate the challenges that teachers are facing. This research was conducted with the participation of 30 English teachers of 5 high schools in Hai Duong province in the second semester of the 2021-2022 school year. The survey method is a descriptive research method that collects data on participant characteristics. The results show that teachers' technological knowledge, pedagogical content knowledge, and technological content knowledge are high. These three knowledge areas are considered key components of TPACK, and the high average scores indicate that teachers in Hai Duong province have good capacity in integrating technology into their teaching practices. Finally, some implications, limitations, and suggestions for further research were included in this study.