Imelda Gozali, Bambang Yudi Cahyono
To date, Technological Pedagogical Content Knowledge (TPACK) seems to be the most widely-used framework for informing teachersʼ interplay of technological, pedagogical, and content knowledge. Mishra (2019) formally included Contextual Knowledge (XK), which has subsequently been conceptualized by scholars as Knowledge of Teachers and Knowledge of Students. While numerous research has been devoted to teachersʼ TPACK competence, scant attention has been given to which of the seven known TPACK subdomains (TK, PK, CK, TPK, TCK, PCK, and TPACK) are more important for students when it comes to learning a particular subject. Besides, insight into the nature of XK, more specifically Knowledge of Students in online lessons during the pandemic, should be obtained from the students themselves. To this end, this explanatory sequential mixed-method study gathered data from 61 students from a reputable private university in Indonesia using questionnaires and interviews as data collection instruments. Descriptive statistics and the thematic analysis of the findings showed that CK (Content Knowledge) was regarded as the most important TPACK subdomain, and the components of XK seemed aligned with the principles of Pedagogy of Care, particularly the ways teachers gave attention to and built relationships with their students during the pandemic. © 2022, Chulalongkorn University Language Institute. All rights reserved.
Universitas Negeri Malang, Universitas Katolik Widya Mandala Surabaya, East Java, Indonesia; Universitas Negeri Malang, East Java, Indonesia
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