Empowering EFL preservice teachers’ TPACK development through a flipped classroom model in Indonesia
TL;DR
The study concludes that flipped classroom fosters autonomy, motivation, and technological fluency, positioning it as an effective strategy for teacher education in EFL contexts, however, the results also highlight the need for explicit training in core pedagogical skills.
Abstract
This study investigates how a flipped classroom model supports the development of Technological Pedagogical Content Knowledge (TPACK) among prospective English language teachers in Indonesia. Conducted in a Computer-Assisted Language Learning (CALL) course at one of the teacher training universities in southern part of Indonesia, the research aimed to explore both the pedagogical design and implementation of flipped classroom, as well as its impact on students' TPACK development. The flipped model shifted content delivery to outside class using Moodle, enabling in-class time for collaborative, higher-order learning activities. Data from surveys, observations, and focus group discussions revealed that students were highly engaged, appreciated the hands-on experience, and showed increased confidence in integrating digital tools like Google Apps and Kahoot into language instruction. Quantitative findings showed high self-assessed scores in TPACK domains, particularly in technology integration, while pedagogical knowledge, especially classroom management, remained moderate. The study concludes that flipped classroom fosters autonomy, motivation, and technological fluency, positioning it as an effective strategy for teacher education in EFL contexts. However, the results also highlight the need for explicit training in core pedagogical skills. The research emphasizes a balanced curriculum that integrates both innovative teaching models and foundational pedagogy to prepare future educators for 21st-century classrooms.