TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) OF ENGLISH LANGUAGE TEACHERS AND THEIR TEACHING PRACTICES

Abstract

This study determined the technological pedagogical and content knowledge of the Public Junior and Senior High School teachers in Bontoc, Mountain Province, specifically, the English teachers.  It also looked into the integration of technology in the teaching and learning activities employed by language teachers. A total of 25 language teachers were the respondents in this study. Using a quantitative and qualitative methods, the self-perception of the language teachers gathered in this study shows that they are more competent in their content and pedagogical knowledge. Though the language teachers integrate available technology in their class, it focuses more on exploring the contents than pedagogical. The integration of technology in teaching and learning has a long way to go and still continue to be a challenge to language teachers. Teachers need to improve their technological pedagogical practices that enhance engaging teaching-learning encounters with learners. It is important for school administrators and curriculum planners to put more emphasis on workshops and training especially on technological pedagogical approaches to increase the technological and pedagogical knowledge of teachers.