Developing a TPACK-Based Teacher Training Program Using Authentic Materials on EFL Teachers' Reading Exercise Design Competency and Teaching Self-Efficacy

Abstract

This research aimed to 1) analyze the teacher training program situation problems using authentic materials on EFL teachers' reading exercise design competency and teaching self-efficacy, 2) develop a teacher training program based on the TPACK framework using authentic materials on EFL teachers' reading exercise design competency and teaching self-efficacy, and 3) evaluate a teacher training program based on the TPACK framework using authentic materials on EFL teachers' reading exercise design competency and teaching self-efficacy. The study involved 30 purposively sampled EFL Thai secondary teachers in Thonburi. Data were collected via competency tests, self-efficacy scales, rubrics, interviews, and observations, then analyzed using statistical and thematic methods. The findings revealed that prior practices relied heavily on simplified texts and Lower-Order Thinking Skills. Post-training, teachers achieved a 'Proficient' level in pedagogical competency, successfully designing structured plans using the P3C2R+GIRD model. Additionally, teaching self-efficacy increased to a "very high" level (M=4.38). However, technology integration skills remained 'Foundational,' suggesting that while the program successfully elevated pedagogy and confidence, further support is needed to achieve transformative technological application.