View in EDS

Perceptions of TPACK in genre-based pedagogy: the role of socio-demographics and ICT competence among pre-service Indonesian language teachers.

Saved in:

Bibliographic Details
Title:	Perceptions of TPACK in genre-based pedagogy: the role of socio-demographics and ICT competence among pre-service Indonesian language teachers.
Authors:	Sultan¹ (AUTHOR) sultan@unm.ac.id, Rapi, Muhammad² (AUTHOR), Suardi³ (AUTHOR), Ismail, Asri¹ (AUTHOR)
Source:	Cogent Education. Dec2025, Vol. 12 Issue 1, p1-17. 17p.
Subject Terms:	Teacher training, Educational technology, Digital literacy, Student teachers, *Contextual learning, Sociodemographic factors, Indonesians, Gender differences (Sociology)
Geographic Terms:	Indonesia
Abstract:	Several previous studies have explored pre-service teachers' Technological Pedagogical Content Knowledge (TPACK), but the TPACK profile of pre-service Indonesian language teachers in genre-based pedagogy remains unexplored. This study aims to fill this gap by examining the new perspectives, and information technology competence, within the context of genre-based pedagogy. A total of 655 pre-service Indonesian language teachers from teacher training institutions across Indonesia participated in this study. Results revealed gender based differences in perceptions of technological knowledge, technological pedagogical knowledge, and pedagogical content knowledge dimensions. Academic achievement influenced perceptions of technological knowledge, content knowledge, technological pedagogical knowledge, and technological content knowledge. Parental income emerged as a factor affecting perceptions of technological knowledge, technological pedagogical knowledge, and technological content knowledge. Parental education is a distinguishing feature in participants' perceptions of technological knowledge and technological pedagogical knowledge. Notably, the level of information technology mastery contributes to differences in perceptions in all dimensions of TPACK. The findings concluded that, information and communication technology competence shape pre-service Indonesian language teachers' perceptions of TPACK in genre-based pedagogy. The results underscore the need for teacher training institution curricula and learning designs to consider the social and individual characteristics of the students. [ABSTRACT FROM AUTHOR]
	Copyright of Cogent Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Several previous studies have explored pre-service teachers' Technological Pedagogical Content Knowledge (TPACK), but the TPACK profile of pre-service Indonesian language teachers in genre-based pedagogy remains unexplored. This study aims to fill this gap by examining the new perspectives, and information technology competence, within the context of genre-based pedagogy. A total of 655 pre-service Indonesian language teachers from teacher training institutions across Indonesia participated in this study. Results revealed gender based differences in perceptions of technological knowledge, technological pedagogical knowledge, and pedagogical content knowledge dimensions. Academic achievement influenced perceptions of technological knowledge, content knowledge, technological pedagogical knowledge, and technological content knowledge. Parental income emerged as a factor affecting perceptions of technological knowledge, technological pedagogical knowledge, and technological content knowledge. Parental education is a distinguishing feature in participants' perceptions of technological knowledge and technological pedagogical knowledge. Notably, the level of information technology mastery contributes to differences in perceptions in all dimensions of TPACK. The findings concluded that, information and communication technology competence shape pre-service Indonesian language teachers' perceptions of TPACK in genre-based pedagogy. The results underscore the need for teacher training institution curricula and learning designs to consider the social and individual characteristics of the students. [ABSTRACT FROM AUTHOR]
ISSN:	2331186X
DOI:	10.1080/2331186X.2025.2482410