Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia

Lita Liviani Taopan; Sri Wuli Fitriati; Januarius Mudjiyanto; Zulfa Sakhiyya

doi:10.17275/per.25.10.12.1

EN

Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia

Abstract

Becoming a teacher is a challenging decision for many individuals, as the teaching profession is inherently complex. Furthermore, the challenges increase significantly when one chooses to teach in rural areas. The study aims to explore the experiences of six novice English teachers from rural Indonesia on how TPACK framework has helped them shape their professional teacher identity. Using a narrative inquiry approach, data were collected through in-depth interviews and observations. The narratives were analysed based on the predetermined themes that covers novice English teachers’ career, their TPACK implementation, and how TPACK shape their professional identity. The analysis reveals that TPACK plays a significant role in the development of teacher identity, with each of its elements contributing significantly to different aspects of teaching. The findings indicate that a strong teacher identity emerges from a proportional understanding and effective implementation of the TPACK framework. Furthermore, the study highlighted the essential role of teacher education programs in providing pre-service teachers with comprehensive knowledge and experiences to foster identity formation. The relationship between the TPACK framework and teacher identity is found to be interconnected and complementary. Future research should explore the long-term impact of TPACK implementation on teaching practices and examine its effects in a more diverse and complex setting to obtain a broader understanding.

Keywords

TPACK framework, Narrative inquiry, Teacher identity, Remote island

Supporting Institution

This research supported by Indonesian Endowment Fund For Education 2022.

Ethical Statement

There is no conflict of interest in this publication. All participants have agreed to be involved in this research without pressure and with the provision of anonymity. All authors in this article have agreed and reviewed the contents of this article according to their assigned portions. No human or animal objects were harmed in this study.

Thanks

We are sincerely and deeply grateful to all those who have been involved in the research that resulted in this article.

References

Absari, N., Priyanto, & Muslikin. (2020). The effectiveness of technology, pedagogy and content Knowledge (TPACK) in learning. Jurnal Pendidikan Teknologi Dan Kejuruan, 26(1), 43–51. https://doi.org/10.21831/jptk.v26i1.24012
Ajloni, M., & O’Toole, M. (2021). Adopting TPACK to ideo Technology in the Context of the Jordanian education system. The Turkish Online Journal of Educational Technology, 20(2), 1–13. Retrieved from http://www.tojet.net/articles/v20i2/2021.pdf
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review. Frontiers in Psychology, 13(1), 1–9. https://doi.org/10.3389/fpsyg.2022.920317
AL-Naimi, S. R., Romanowski, M. H., & Du, X. (2020). Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools. International Journal of Learning, Teaching and Educational Research, 19(9), 118–142. https://doi.org/10.26803/ijlter.19.9.7
Andrews, M., Squire, C., & Tamboukou, M. (2008). Doing Narrative Research. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP: SAGE Publications, Ltd. https://doi.org/10.4135/9780857024992
Aprianto, D. (2024). EFL Students’ Attitudes towards the Use of Podcasts as a Language Learning Medium to Increase Learning Interest. SALEE: Study of Applied Linguistics and English Education, 5(1), 306–327. https://doi.org/10.35961/salee.v5i1.1218
Asiah, S., & Anwar, H. (2019). The Effect of the Using of ICT-Based Media and Learning Interest to the Students’ Learning Results. Proceedings of the International Conference of Science and Technology for the Internet of Things. Presented at the International Conference of Science and Technology for the Internet of Things, Yogyakarta, Indonesia. Yogyakarta, Indonesia: EAI. https://doi.org/10.4108/eai.19-10-2018.2281389
Barkhuinzen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in language teaching and learning research. New york: Routledge.
Barkhuizen, G. (2011). Narrative Knowledging in TESOL. TESOL Quarterly, 45(3), 391–414. https://doi.org/10.5054/tq.2011.261888
Beattie, M., & Conle, C. (1996). Teacher Narrative, Fragile Stories and Change. Asia-Pacific Journal of Teacher Education, 24(3), 309–326. https://doi.org/10.1080/1359866960240308

Bragg, R. D. (2023). Teacher Preparation Programs: A Critical View (Doctoral, University of North Texas). University of North Texas, Denton, Texas. https://doi.org/10.12794/metadc2257700
Brown, T., & Sorrell, J. (2017). Challenges of Novice Nurse Educator’s Transition From Practice to Classroom. Teaching and Learning in Nursing, 12(3), 207–211. https://doi.org/10.1016/j.teln.2017.03.002
Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching, 20(2), 189–211. https://doi.org/10.1080/13540602.2013.848570
Clandinin, D. J. (2006). Research Studies in Music Education. Society for Education, Music and Psychology Research Additional. https://doi.org/10.1177/1321103X060270010301
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. SAGE Publications, Ltd.
Craig, C. J. (2011). Narrative inquiry in teaching and teacher education. In Advances in Research on Teaching (Vol. 13). Emerald. https://doi.org/10.1108/S1479-3687(2011)00000130005
Destiana, B., Walipranoto, P., & Irfan, R. (2021). Development and Validation of a TPACK Instrument for Preservice Teachers in the Faculty of Engineering UNY. ELINVO Electronics, Informatics and Vocational Education, 6(2), 183–193. https://doi.org/DOI: https://doi.org/10.21831/elinvo.v6i2.44301
Dickinson, S. J., & Gilles, C. (2012). A Narrative Inquiry About Teacher Identity Construction: Preservice Teachers Share Their Stories. University of Missouri-Culumbia.
Dikmen, C. H. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research (PER), 9(2), 398–415. http://dx.doi.org/10.17275/per.22.46.9.2
Edwards, S. L. (2016). Narrative analysis: How students learn from stories of practice. Nurse Researcher, 23(3), 18–25.
Ellsworth, N., & Hedley, C. N. (1993). What’s new in technology? Integrating technology: Current directionE. Reading & Writing Quarterly: Overcoming Learning Difficulties, 9(4), 377–380. https://doi.org/DOI: 10.1080/1057356930090409
Elmaadaway, M. A. N., & Abouelenein, Y. A. M. (2022). In-service teachers’ TPACK development through an adaptive e-learning environment (ALE). Education and Information Technologies. https://doi.org/10.1007/s10639-022-11477-8
Emara, A. (2020). Identity and Technology Integration in an EFL Context: A Study of Egyptian Teachers and Adult Learners (University of Nebraska). University of Nebraska. https://digitalcommons.unl.edu/teachlearnstudent/116
Goktepe, F. T., & Kunt, N. (2020). “I’ll do it in my own class”: Novice language teacher identity construction in Turkey. Asia Pacific Journal of Education, 01(1), 1–16. https://doi.org/10.1080/02188791.2020.1815648
Gong, Y. F., Gao, X. A., & Lai, C. (2022). Novice teachers’ technology integration and professional identity reframing in the Chinese as an additional language classroom. In Educational Linguistics (Vol. 57, pp. 195–210). Springer Science and Business Media B.V. https://doi.org/10.1007/978-3-031-13161-5_14
Hixon, E., & Buckenmeoyer, J. (2009). Revisiting Technology Integration in Schools: Implications for Professional Development. Computers in the Schools, 26(1), 130–146. https://doi.org/DOI: 10.1080/07380560902906070
Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84–98. https://doi.org/10.1080/02607476.2017.1251111
Huang, J., Wang, Y., & Teng, F. (2019). Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education, 32(2), 193–207. https://doi.org/10.1080/10476210.2019.1693535
Huising, R. (2023). Professional Authority. In G. Eyal & T. Medvetz (Eds.), The Oxford Handbook of Expertise and Democratic Politics (1st ed., pp. 453–469). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190848927.013.20
Ibrahim, M. (2012). Thematic Analysis: A Critical review of its process and evaluation. West East Journal of Social Sciences, 1(1). Retrieved from https://api.semanticscholar.org/CorpusID:15161897
Johnson, H., Ehrlich, S., Watts-Taffe, S., & Williams, C. (2014). Who Am I Here? Disrupted Identities and Gentle Shifts When Teaching in Cyberspace. Journal of Instructional Research, 3, 43–54.
Kahveci, P. (2021). Teachers’ Narratives as a Lens to Reveal their Professional Identity. Shanlax International Journal of Education, 10(1), 10–25. https://doi.org/10.34293/education.v10i1.4273
Kimmons, R. (2018). Effectively Integrating Technology in Educational Settings. In A. Ottenbreit-Leftwich & R. Kimmons. EdTech Books. Retrieved from https://edtechbooks.org/k12handbook/technology_integration%0AThe
Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge
Koehler, M. J., & Mishra, P. (2015). TPACK (Technological Pedagogical Content Knowledge). In The SAGE Encyclopedia of Educational Technology (1st ed., pp. 783–786). SAGE Publications. Retrieved from http://dx.doi.org/10.4135/9781483346397.n318
Kolesnikova, I. V. (2016). Combined Teaching Method: An Experimental Study. World Journal of Education, 6(6), p51. https://doi.org/10.5430/wje.v6n6p51
Kozikoğlu, İ., & Senemoğlu, N. (2018). Challenges Faced By Novice Teachers: A Qualitative Analysis. Journal of Qualitative Research in Education, 6(3), 1–31. https://doi.org/10.14689/issn.2148-2624.1.6c3s16m
Kusuma, V. G., Saputra, W., Surianti, A., & Margana. (2023). An investigation of TPACK within ICT integration: The case of non-certified English teacher in Kolaka. LLT Journal: A Journal on Language and Language Learning, 26(2), 520–533. Retrieved from http://e-journal.usd.ac.id/index.php/LLT
Kwok, W. K. J. (2020). The Lived Experiences of a Mainstream Primary Teacher in an inclusive classroom in Hong Kong (Newcastle University). Newcastle University, United Kingdom. Retrieved from http://hdl.handle.net/10443/5489
Limbong, E., Setiawan, I., & Hamilton, A. (2024). Bridging the Gap: The Reality of Digital Technology Integration by Indonesian Pre-service EFL Teachers. Script Journal: Journal of Linguistics and English Teaching, 9(1), 58–78. https://doi.org/10.24903/sj.v9i1.1524
Liu, P. (2021). Applying Differentiated Instruction in Elementary Classrooms: Practice and Reflection of Student Teachers. Journal of Education and Practice, 12(27). https://doi.org/10.7176/JEP/12-27-01
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Loh, J. (2013). Inquiry into Issues of Trustworthiness and Quality in Narrative Studies: A Perspective. The Qualitative Report, 18(33). https://doi.org/10.46743/2160-3715/2013.1477
Mertova, P., & Webster, L. (2007). Using Narrative Inquiry as a Research Method. In Using Narrative Inquiry as a Research Method. New York: Routledge. https://doi.org/10.4324/9780429424533
Mishra, C., Ha, S. J., Parker, L. C., & L. Clase, K. (2019). Describing teacher conceptions of technology in authentic science inquiry using technological pedagogical content knowledge as a lens. Biochemistry and Molecular Biology Education, 47(4), 380–387. https://doi.org/10.1002/bmb.21242
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Msimanga, M. R. (2020). Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers. International Journal of Learning, Teaching and Educational Research, 19(12), 190–207. https://doi.org/10.26803/ijlter.19.12.10
Nama, D. Y., & Ate, C. P. (2022). The Most Effective English Teaching Methods in Rural Schools. Jurnal As-Salam, 6(2), 134–144. https://doi.org/10.37249/assalam.v6i2.381
Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c
Nilsson, P. (2012). Recognizing the needs – Student teachers´ learning to teach from teaching. Nordic Studies in Science Education, 4(1), 92–107. https://doi.org/10.5617/nordina.371
Nisa, K., Rokhmana, S., & Rakhmana, P. A. (2023). The Used of Concrete Objects in Mathematics to Increase Students’ Interest in Learning. Jurnal Pelangi, 14(2), 47–51. https://doi.org/10.22202/jp.2023.v14i2.7608
Obara, S., Nie, B., & Simmons, J. (2018). Teachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instruction. EURASIA Journal of Mathematics, Science and Technology Education, 14(4). https://doi.org/10.29333/ejmste/83569
Pane, J., Steiner, E., Baird, M., Hamilton, L., & Pane, J. (2017). Informing Progress: Insights on Personalized Learning Implementation and Effects (1st ed.). RAND Corporation. https://doi.org/10.7249/RR2042
Qadhi, S., Hendawi, M., Ghazi, E., Ghazi, I., Al-Dosari, N., & Du, X. (2020). The Impact of a Teacher Preparation Programs on Professional Teaching Competencies – Female Novice Teachers’ Perspectives. International Journal of Learning, Teaching and Educational Research, 19(1), 118–135. https://doi.org/10.26803/ijlter.19.1.7
Roussinos, D., & Jimoyiannis, A. (2019). Examining Primary Education Teachers’ Perceptions of TPACK and the Related Educational Context Factors. Journal of Research on Technology in Education, 51(4), 377–397. https://doi.org/10.1080/15391523.2019.1666323
Rust, J. (2019). Institutional Identity. Journal of Social Ontology, 5(1), 13–34. https://doi.org/10.1515/jso-2018-0032
Sakhiyya, Z., & Mulya, T. W. (Eds.). (2023). Education in Indonesia: Critical Perspectives on Equity and Social Justice (1st ed.). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-99-1878-2
Saudelli, M. G., & Ciampa, K. (2014). Exploring the role of TPACK and teacher self-efficacy: An ethnographic case study of three iPad language arts classes. Technology, Pedagogy and Education. https://doi.org/10.1080/1475939X.2014.979865
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers Denise. 42(2), 123–149. https://doi.org/10.1007/978-1-60761-303-9
Septiani, A., Emiliasari, R. N., & Rofi’i, A. (2019). The Novice English Teachers’ Experience: Practices and Challenges. Academic Journal Perspective : Education, Language, and Literature, 7(2), 109. https://doi.org/10.33603/perspective.v7i2.2708
Sin, K. K. T. (2021). Curriculum development as a tool for professional development: Teacher learning through collaboration and communication. GiLE Journal of Skills Development, 1(2), 29–43. https://doi.org/10.52398/gjsd.2021.v1.i2.pp29-43
Soren, J. K. (2013). Teacher Identity in English-Medium Instruction: Teacher Cognitions from a Danish Tertiary Education Context (Faculty of Humanities). Faculty of Humanities. Retrieved from https://tel.archives-ouvertes.fr/tel-00863816
Squire, C., Andrews, M., Davis, M., & Esin, C. (Eds.). (2014). What is narrative research? London: Bloomsbury.
Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(6), e16361. https://doi.org/10.1016/j.heliyon.2023.e16361
Teng, M. F. (2020). Understanding TEFL teacher identity: Agency, authority, and vulnerability. TESOL Journal, 11(3), e00511. https://doi.org/10.1002/tesj.511
Thi Thu Hoai, V. (2021). Integrated Teaching Competency Framework for General Education Program: Suggestions and Recommendations for Natural Science Teachers. VNU Journal of Science: Education Research. https://doi.org/10.25073/2588-1159/vnuer.4609
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., … Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Vold, E. T. (2017). Qualifying foreign language teachers: Is teacher training enough? International Journal of Educational Research, 82, 40–53. https://doi.org/10.1016/j.ijer.2016.12.002
Voss, T., & Kunter, M. (2020). “Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700
Wahyudin, D., & Ali, M. (2020). English Language Teaching Curriculum in Indonesia: Senior High School Teachers ’ Perspectives and Practices. (229), 248–254. https://doi.org/10.5220/0009019402480254
Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (2024). Education reform and change driven by digital technology: A bibliometric study from a global perspective. Humanities and Social Sciences Communications, 11(1), 256. https://doi.org/10.1057/s41599-024-02717-y
Williams, M. K., Christensen, R., McElroy, D., & Rutledge, D. (2023). Teacher Self-Efficacy in Technology Integration as a Critical Component in Designing Technology-Infused Teacher Preparation Programs. Contemporary Issues in Technology and Teacher Education, 23(1), 228–259. https://doi.org/10.1016/j.heliyon.2023.e16361
Wood, D. J. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. D. Jean Clandinin and F. Michael Connelly. San Francisco: Jossey Bass Publishers, 2000. 211 pp. Anthropology and Education Quarterly, 31. Retrieved from https://cae.americananthro.org/wp-content/uploads/2014/09/Clandinin_Jean_Connelly_Michael-Narrative_Inquiry.pdf
Xu, S., & Connelly, M. (2010). Narrative inquiry for school-based research. Narrative Inquiry, 20(2), 349–370. https://doi.org/10.1075/ni.20.2.06xu
Yeh, Y. F., Chan, K. K. H., & Hsu, Y. S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers and Education, 171. https://doi.org/10.1016/j.compedu.2021.104238

Details

Primary Language

English

Subjects

Specialist Studies in Education (Other)

Journal Section

Research Article

Authors

Lita Liviani Taopan ^*
0000-0002-6081-7165
Indonesia

Sri Wuli Fitriati
0000-0002-6405-1371
Indonesia

Januarius Mudjiyanto
0000-0002-2627-9789
Indonesia

Zulfa Sakhiyya
0000-0003-4183-977X
Indonesia

Early Pub Date

December 27, 2024

Publication Date

January 1, 2025

Submission Date

August 20, 2024

Acceptance Date

December 1, 2024

Published in Issue

Year 2025 Volume: 12 Number: 1

DOI

https://doi.org/10.17275/per.25.10.12.1

IZ

https://izlik.org/JA28HK79WA

APA

Taopan, L. L., Fitriati, S. W., Mudjiyanto, J., & Sakhiyya, Z. (2025). Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia. Participatory Educational Research, 12(1), 175-194. https://doi.org/10.17275/per.25.10.12.1

AMA

1.Taopan LL, Fitriati SW, Mudjiyanto J, Sakhiyya Z. Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia. PER. 2025;12(1):175-194. doi:10.17275/per.25.10.12.1

Chicago

Taopan, Lita Liviani, Sri Wuli Fitriati, Januarius Mudjiyanto, and Zulfa Sakhiyya. 2025. “Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia”. Participatory Educational Research 12 (1): 175-94. https://doi.org/10.17275/per.25.10.12.1.

EndNote

Taopan LL, Fitriati SW, Mudjiyanto J, Sakhiyya Z (January 1, 2025) Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia. Participatory Educational Research 12 1 175–194.

IEEE

[1]L. L. Taopan, S. W. Fitriati, J. Mudjiyanto, and Z. Sakhiyya, “Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia”, PER, vol. 12, no. 1, pp. 175–194, Jan. 2025, doi: 10.17275/per.25.10.12.1.

ISNAD

Taopan, Lita Liviani - Fitriati, Sri Wuli - Mudjiyanto, Januarius - Sakhiyya, Zulfa. “Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia”. Participatory Educational Research 12/1 (January 1, 2025): 175-194. https://doi.org/10.17275/per.25.10.12.1.

JAMA

1.Taopan LL, Fitriati SW, Mudjiyanto J, Sakhiyya Z. Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia. PER. 2025;12:175–194.

MLA

Taopan, Lita Liviani, et al. “Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia”. Participatory Educational Research, vol. 12, no. 1, Jan. 2025, pp. 175-94, doi:10.17275/per.25.10.12.1.

Vancouver

1.Lita Liviani Taopan, Sri Wuli Fitriati, Januarius Mudjiyanto, Zulfa Sakhiyya. Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia. PER. 2025 Jan. 1;12(1):175-94. doi:10.17275/per.25.10.12.1

27707

Creative Commons Atıf 4.0 International Lisance

download?token=eyJhdXRoX3JvbGVzIjpbXSwiZW5kcG9pbnQiOiJqb3VybmFsIiwib3JpZ2luYWxuYW1lIjoicGVyIHNjb3B1cyBpc3RhdHRpc3Rpay5wbmciLCJwYXRoIjoiOTg5Ni9mN2E1LzU3ZDcvNmEyMmIyZmFlMGJkYjYuMDUyNjIyMDMucG5nIiwiZXhwIjoxNzgwNjYyNTM5LCJub25jZSI6IjcxYzczMjhhOTdkOWYxM2ExZjE2NWExYjQyMzMyOWJhIn0.g4uvJoi6Oy8W0gRoUNW-d5FO9m4u30pEA0l1h8DwzSE

Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia

Abstract

Keywords

Abstract

Supporting Institution

Ethical Statement

Thanks

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite