Understanding English Teachers’ Engagement in Professional Learning Communities for TPACK Reconstruction
Keywords:
Professional Learning Community, Teacher engagement,, TPACK
Abstract
This study examines the role of English teachers in Professional Learning Communities (PLCs) as they develop their Technological Pedagogical Content Knowledge (TPACK) within the context of cultural and religious norms in madrasahs in Semarang City, Indonesia. Using a qualitative ethnographic case study methodology, the data were collected through observations, questionnaires, and field notes to demonstrate teachers' behavioural, emotional, and cognitive engagement. The study consisted of 50 in-service English teachers from thirty Islamic junior high schools serving varying educational backgrounds and professional learning experiences. The findings suggest, using Fredricks et al.'s multidimensional framework on engagement, that the teachers were very engaged behaviourally when we measured their attendance, participation, and attempts to use technology in their classrooms. Emotionally, the teachers exhibited excitement, curiosity, key details, engagement, pride, and self-efficacy, which led them to feel connected to the PLC and motivated to experiment with different instructional practices. Cognitively, the teachers engaged in reflective practices, planning with goals, problem-solving, and pedagogically integrating technology with content. This study highlights that PLCs can be a formidable vehicle for collaborative professional growth, helping English teachers develop their technological teaching capacity and pedagogically innovate while maintaining their cultural and religious nuance. This study also highlights that TPACK reconstruction involves a process of continually engaging in multidimensional, ongoing interactions to be effectively reconstructed in a relevant context.
References
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Chen, J., Li, D., & Xu, J. (2022). Sustainable development of EFL teachers' technological pedagogical content knowledge (TPACK) situated in multiple learning activity systems. Sustainability (Switzerland), 14(14). https://doi.org/10.3390/su14148934
Chen, P., & Wang, T. (2015). Exploring the evolution of a teacher professional learning community: A longitudinal case study at a Taiwanese high school. Teacher Development, 19(4), 1–18. https://doi.org/10.1080/13664530.2015.1050527
Chuang, N. C., & Ting, Y. K. (2021). School-based professional learning communities as a means for curriculum development: A case study from Taiwan. International Journal of Research in Education and Science (IJRES), 7(4), 1184–1210. https://doi.org/10.46328/ijres.2408
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Guo, C., Chen, X., & Chen, J. (2025). Enhancing prospective teachers' professional development through shared collaborative lesson planning. Behavioral Sciences, 15(6), 753. https://doi.org/10.3390/bs15060753
Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172-181. https://doi.org/10.1177/1365480210376487
Hasan, Z. (2021). Exploring the influence of beliefs of instructors on adoption of technology in teaching. Indonesian Journal of EFL and Linguistics, 6(2), 369–392. https://doi.org/10.21462/ijefl.v6i2.367
Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers' work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357 https://doi.org/10.1080/02619768.2011.633993
Huang, L., Doleck, T., Chen, B., Huang, X., Tan, C., Lajoie, S. P., & Wang, M. (2023). Multimodal learning analytics for assessing teachers' self-regulated learning in planning technology-integrated lessons in a computer-based environment. Education and Information Technologies, 28(12), 15823–15843. https://doi.org/10.1007/s10639-023-11804-7
Huijboom, F., Van Meeuwen, P., Rusman, E., & Vermeulen, M. (2021). Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture & Social Interaction, 31, 100566. https://doi.org/10.1016/j.lcsi.2021.100566
Koziko?lu, I., & Senemo?lu, N. (2018). Development of teachers' professional engagement scale: A study on validity and reliability. Journal of Human Sciences, 15(4), 2614-2625. https://doi.org/10.14687/jhs.v1514.5389
Liu, J., Aziku, M., Qiang, F., & Zhang, B. (2024). Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00513-3
Macey, W. H., & Schneider, B. (2008). The meaning of employee engagement. Industrial and Organizational Psychology, 1(1), 3–30. https://doi.org/10.1111/j.1754-9434.2007.0002.x
Mo, Y., Appel, M., Kim, J. W., & Moosung Lee, M. (2021). Preservice teachers' international study experiences or in-service teachers' professional learning communities: What comes into play in Finnish teachers' self-efficacy in multicultural classrooms? Teachers Teaching, 27(7), 602-624. https://doi.org/10.1080/13540602.2021.1983535
Nazari, N., Nafissi, Z., & Estaji, M. (2020). The impact of an online professional development course on EFL teachers' TPACK. Journal of Language Horizons, 4(1), 59-86. https://doi.org/10.22051/lghor.2020.29892.1248
Ning, H. K., Lee, D., & Lee, W. O. (2016). The relationship between teacher value orientations and engagement in professional learning communities. Teachers & Teaching, 22(2), 235-254. https://doi.org/10.1080/13540602.2015.1055447
Ratnayake, I. G. (2020). Teaching Algebra with digital technology: Factors influencing secondary Mathematics teachers' task development and implementation. Bulletin of the Australian Mathematical Society, 101(2), 350–352. https://doi.org/10.1017/S0004972719001436
Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21(7), 600–619.
Sari, Y. R., Drajati, N. A., So, H. J., & Sumardi. (2021). Enhancing EFL teachers' technological pedagogical content knowledge (TPACK) competence through reflective practice. Teflin Journal, 32(1), 117–133. https://doi.org/10.15639/teflinjournal.v32i1/117-133
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8
Stoll, L., McMahon, A., & Thomas, S. (2006). Identifying and leading effective professional learning communities. Journal of School Leadership, 16(5), 611-623. https://doi.org/10.1177/105268460601600511
Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practice. Teachers and Teaching: Theory and Practice, 21(1), 22-43. https://doi.org/10.1080/13540602.2014.928122
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching Teacher Education, 24(1), 80-91. https://doi.org/10.1016/j.tate.2007.01.004
Wijayanto, B., Novio, R., Pratama, W., & Fadila, N. (2024). Development of technological, pedagogical, and content knowledge learning models based on massive open online course (MOOC) Geography teachers in West Sumatra. Pegem Journal of Education and Instruction, 14(3), 337–346. https://doi.org/10.47750/pegegog.14.03.31
Yang, M. X., & Yang, W. (2025). Factors influencing EFL teachers' TPACK of higher education in Guizhou, China. Pegem Egitim Ve Ogretim Dergisi, 15(2), 42–51. https://doi.org/10.47750/pegegog.15.02.05
Zhang, Y. (2022). Developing EFL teachers' technological pedagogical knowledge through practices in virtual platform. Frontiers in Psychology, 13(May), 1–7. https://doi.org/10.3389/fpsyg.2022.916060
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.PR0.114k14w0
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
Ali, S. S., & Mohammadzadeh, B. (2022). Iraqi Kurdish EFL teachers' beliefs about technological, pedagogical, and content knowledge: The role of teacher experience and education. Frontiers in Psychology, 13(October), 1–12. https://doi.org/10.3389/fpsyg.2022.969195
Bakker, A., & Bal, M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational Organizational Psychology, 83(1), 189–206. https://doi.org/10.1348/096317909X402596
Bin-Hady, W. R. A., Busabaa, N. A., & Abdullah, L. A. H. (2024). The role of communities of practice in developing Yemeni EFL teachers' continuous professional development. Traduction et Langues, 23(1), 143–160. https://doi.org/10.52919/translang.v23i1.975
Boonsue, W. (2021). Factors Influencing the Technological Pedagogical Content Knowledge (TPACK) of English Teachers in Primary Schools, Chiang Mai Primary Educational Service Area 1. Turkish Journal of Computer and Mathematics Education, 12(8), 2983–2990. https://media.proquest.com/media/hms/PFT/1/Gsd7M?_s=TmAT8aVOeXGqqfD0kL1HvzdNZKc%3D
Bostancioglu, A. (2018). Online communities of practice in the service of teachers' technology professional development: The case of Webheads in Action. The Turkish Online Journal of Educational Technology, 17(2), 97–110. https://eric.ed.gov/?id=EJ1176173
Çalik, E. Ö., & Mirici, ?. H. (2024). A Systematic review of TPACK research on English language teaching. Conhecimento & Diversidade, 16(42), 435–462. https://doi.org/10.18316/rcd.v16i42.11716
Chen, J., Li, D., & Xu, J. (2022). Sustainable development of EFL teachers' technological pedagogical content knowledge (TPACK) situated in multiple learning activity systems. Sustainability (Switzerland), 14(14). https://doi.org/10.3390/su14148934
Chen, P., & Wang, T. (2015). Exploring the evolution of a teacher professional learning community: A longitudinal case study at a Taiwanese high school. Teacher Development, 19(4), 1–18. https://doi.org/10.1080/13664530.2015.1050527
Chuang, N. C., & Ting, Y. K. (2021). School-based professional learning communities as a means for curriculum development: A case study from Taiwan. International Journal of Research in Education and Science (IJRES), 7(4), 1184–1210. https://doi.org/10.46328/ijres.2408
Cojorn, K., & Seesom, C. (2024). Enhancing pre-service teachers' TPACK through the integrating of community of practice and lesson study. International Journal of Evaluation and Research in Education, 13(6), 4237–4246. https://doi.org/10.11591/ijere.v13i6.29240
Dastgahian, E.S., & Scull, J. (2021). Implementing English language teaching reforms through professional learning. Education Inquiry, 13(4), 395–411. https://doi.org/10.1080/20004508.2021.1937865
Elmaadaway, M. A. N., & Abouelenein, Y. A. M. (2023). In-service teachers' TPACK development through an adaptive e-learning environment (ALE). Education and Information Technologies, 28(7), 8273–8298. https://doi.org/10.1007/s10639-022-11477-8
Fadhliyah, R., Mirizon, S., & Petrus, I. (2020). Professional development of English teachers at a state Islamic senior high school in Palembang. Indonesian Journal of EFL and Linguistics, 5(2), 471–490. https://doi.org/10.21462/ijefl.v5i2.368
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
Geletu, G. M., & Mihiretie, D. M. (2023). Professional accountability and responsibility of learning communities of practice in professional development versus curriculum practice in classrooms: Possibilities and pathways. International Journal of Educational Research Open, 4, 100223. https://doi.org/10.1016/j.ijedro.2022.100223
Geng, Y., & Liu, L. (2024). Professional quality development of English teachers in colleges and universities based on network learning community. Applied Mathematics and Nonlinear Sciences, 9(1), 1–15. https://doi.org/10.2478/amns.2023.2.01209
Guo, C., Chen, X., & Chen, J. (2025). Enhancing prospective teachers' professional development through shared collaborative lesson planning. Behavioral Sciences, 15(6), 753. https://doi.org/10.3390/bs15060753
Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172-181. https://doi.org/10.1177/1365480210376487
Hasan, Z. (2021). Exploring the influence of beliefs of instructors on adoption of technology in teaching. Indonesian Journal of EFL and Linguistics, 6(2), 369–392. https://doi.org/10.21462/ijefl.v6i2.367
Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers' work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357 https://doi.org/10.1080/02619768.2011.633993
Huang, L., Doleck, T., Chen, B., Huang, X., Tan, C., Lajoie, S. P., & Wang, M. (2023). Multimodal learning analytics for assessing teachers' self-regulated learning in planning technology-integrated lessons in a computer-based environment. Education and Information Technologies, 28(12), 15823–15843. https://doi.org/10.1007/s10639-023-11804-7
Huijboom, F., Van Meeuwen, P., Rusman, E., & Vermeulen, M. (2021). Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture & Social Interaction, 31, 100566. https://doi.org/10.1016/j.lcsi.2021.100566
Koziko?lu, I., & Senemo?lu, N. (2018). Development of teachers' professional engagement scale: A study on validity and reliability. Journal of Human Sciences, 15(4), 2614-2625. https://doi.org/10.14687/jhs.v1514.5389
Liu, J., Aziku, M., Qiang, F., & Zhang, B. (2024). Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00513-3
Macey, W. H., & Schneider, B. (2008). The meaning of employee engagement. Industrial and Organizational Psychology, 1(1), 3–30. https://doi.org/10.1111/j.1754-9434.2007.0002.x
Mo, Y., Appel, M., Kim, J. W., & Moosung Lee, M. (2021). Preservice teachers' international study experiences or in-service teachers' professional learning communities: What comes into play in Finnish teachers' self-efficacy in multicultural classrooms? Teachers Teaching, 27(7), 602-624. https://doi.org/10.1080/13540602.2021.1983535
Nazari, N., Nafissi, Z., & Estaji, M. (2020). The impact of an online professional development course on EFL teachers' TPACK. Journal of Language Horizons, 4(1), 59-86. https://doi.org/10.22051/lghor.2020.29892.1248
Ning, H. K., Lee, D., & Lee, W. O. (2016). The relationship between teacher value orientations and engagement in professional learning communities. Teachers & Teaching, 22(2), 235-254. https://doi.org/10.1080/13540602.2015.1055447
Ratnayake, I. G. (2020). Teaching Algebra with digital technology: Factors influencing secondary Mathematics teachers' task development and implementation. Bulletin of the Australian Mathematical Society, 101(2), 350–352. https://doi.org/10.1017/S0004972719001436
Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21(7), 600–619.
Sari, Y. R., Drajati, N. A., So, H. J., & Sumardi. (2021). Enhancing EFL teachers' technological pedagogical content knowledge (TPACK) competence through reflective practice. Teflin Journal, 32(1), 117–133. https://doi.org/10.15639/teflinjournal.v32i1/117-133
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8
Stoll, L., McMahon, A., & Thomas, S. (2006). Identifying and leading effective professional learning communities. Journal of School Leadership, 16(5), 611-623. https://doi.org/10.1177/105268460601600511
Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practice. Teachers and Teaching: Theory and Practice, 21(1), 22-43. https://doi.org/10.1080/13540602.2014.928122
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching Teacher Education, 24(1), 80-91. https://doi.org/10.1016/j.tate.2007.01.004
Wijayanto, B., Novio, R., Pratama, W., & Fadila, N. (2024). Development of technological, pedagogical, and content knowledge learning models based on massive open online course (MOOC) Geography teachers in West Sumatra. Pegem Journal of Education and Instruction, 14(3), 337–346. https://doi.org/10.47750/pegegog.14.03.31
Yang, M. X., & Yang, W. (2025). Factors influencing EFL teachers' TPACK of higher education in Guizhou, China. Pegem Egitim Ve Ogretim Dergisi, 15(2), 42–51. https://doi.org/10.47750/pegegog.15.02.05
Zhang, Y. (2022). Developing EFL teachers' technological pedagogical knowledge through practices in virtual platform. Frontiers in Psychology, 13(May), 1–7. https://doi.org/10.3389/fpsyg.2022.916060
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.PR0.114k14w0
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
Published
2025-11-01
How to Cite
Fadlilah, S., Yuliasri, I., & Fitriati, S. (2025). Understanding English Teachers’ Engagement in Professional Learning Communities for TPACK Reconstruction. Indonesian Journal of EFL and Linguistics, 10(2), 319-332. https://doi.org/10.21462/ijefl.v10i2.991
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