This study examines how TPACK-oriented teaching practice course benefits Indonesian EFL teachers in improving the quality of their EFL instructional designs and teaching practices. It involved 20 secondary school teachers from various areas in the province of East Java. They were taking the Teaching Practice course as part of their education for a master’s degree in ELT at Universitas Negeri Malang, one of the leading universities in Indonesia. The teachers attended 16-session course in which they were introduced to TPACK framework and were assigned to make instructional designs based on TPACK framework. Moreover, they were asked to teach their colleagues (peer teachers) by using the TPACK-oriented instructional designs. At the end of the course the teachers were given a questionnaire asking the benefit of the TPACK-oriented teaching practice course in improving the quality of their EFL instructional designs and their EFL teaching practices. The result of the study showed that the teachers benefited a lot from the TPACK-oriented teaching practice course and they have successfully prepared instructional designs and performed the teaching practices by applying TPACK framework.
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