Perceptions of TPACK in genre-based pedagogy: the role of socio-demographics and ICT competence among pre-service Indonesian language teachers

Several previous studies have explored pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK), but the TPACK profile of pre-service Indonesian language teachers in genre-based pedagogy remains unexplored. This study aims to fill this gap by examining the new perspectives, and information technology competence, within the context of genre-based pedagogy. A total of 655 pre-service Indonesian language teachers from teacher training institutions across Indonesia participated in this study. Results revealed gender based differences in perceptions of technological knowledge, technological pedagogical knowledge, and pedagogical content knowledge dimensions. Academic achievement influenced perceptions of technological knowledge, content knowledge, technological pedagogical knowledge, and technological content knowledge. Parental income emerged as a factor affecting perceptions of technological knowledge, technological pedagogical knowledge, and technological content knowledge. Parental education is a distinguishing feature in participants’ perceptions of technological knowledge and technological pedagogical knowledge. Notably, the level of information technology mastery contributes to differences in perceptions in all dimensions of TPACK. The findings concluded that, information and communication technology competence shape pre-service Indonesian language teachers’ perceptions of TPACK in genre-based pedagogy. The results underscore the need for teacher training institution curricula and learning designs to consider the social and individual characteristics of the students.