Enhancing TPACK through Collaborative Practices: Evaluating the Impact of Vocational Teacher Collaboration on Technological Integration

Abstract

This study explores the role of collaborative practices in enhancing Technological Pedagogical Content Knowledge (TPACK) among vocational teachers in Yogyakarta, Indonesia, and identifies barriers to effective technology integration. The research involved 30 vocational teachers with leadership roles and teaching experience of more than five years, representing a critical group in advancing technology-supported vocational education. A quantitative approach was used, combining survey data on the frequency of barriers with descriptive analysis of collaborative practices. The results indicate that while many teachers demonstrate meaningful engagement in collaborative practices, participation is uneven and often constrained by limited time, inadequate access to technological resources, and misalignment between curriculum and technology. More than half of the teachers reported frequently experiencing barriers to technology integration, with the most significant challenges being heavy workloads, insufficient training, and infrastructure limitations. Nonetheless, the findings also reveal promising practices, as some teachers actively eng age in peer collaboration and professional development, highlighting the potential of structured support systems. The study concludes that although collaboration among vocational teachers is progressing, systemic gaps remain that hinder equitable and consistent TPACK implementation. To address these challenges, stronger institutional frameworks are required, including professional learning communities, continuous professional development, curriculum adaptation, and enhanced collaboration with higher education institutions. Such measures would provide sustained support, improve teachers’ technological competence, and ensure that vocational education is better positioned to meet the demands of the digital era.