Abstract: This study explores the application of the Technological Pedagogical and Content Knowledge (TPACK) model in teaching English within basic education frameworks in China and Myanmar. The aim is to compare how the TPACK model is integrated into English language instruction in these two countries, focusing on the interplay between technology, pedagogy, and content knowledge. Through a comparative qualitative case study, the research examines the challenges and successes of TPACK implementation in both contexts, considering factors such as national educational policies, technological infrastructure, teacher training programs, and classroom practices. In China, significant progress has been made in leveraging technology in education, supported by a robust infrastructure and continuous teacher professional development programs. In contrast, Myanmar faces constraints such as limited access to technological tools, inadequate teacher training, and socio-economic challenges that hinder the effective application of the TPACK model. Despite these disparities, both countries show promising results in terms of student engagement and improved learning outcomes when TPACK is appropriately applied. The study highlights the importance of policy reforms, investment in digital resources, and the necessity for ongoing teacher training to successfully integrate TPACK into English teaching practices. Ultimately, the research provides recommendations for both countries to foster the effective use of the TPACK model, contributing to the enhancement of English language teaching in basic education settings.
Keywords: TPACK, English language teaching, comparative case study, educational technology, teacher training, digital pedagogy, China, Myanmar.
Title: A COMPARATIVE CASE STUDY ON THE IMPLEMENTATION OF THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) MODEL IN TEACHING ENGLISH WITHIN BASIC EDUCATION FRAMEWORKS IN CHINA AND MYANMAR
Author: HTET HTET SANDY
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 1, January 2025 - March 2025
Page No: 113-124
Research Publish Journals
Website: www.researchpublish.com
Published Date: 06-February-2025
