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Gender stereotyping in educational textbooks and language textbooks can have a particular influence on how students and teachers perceive gender roles. Much empirical evidence has been reported regarding gender stereotyping in language textbooks, but little is known about how this issue is examined discursively through an interdisciplinary approach. Informed by two theories, Language Sexism and Visual Narrative Representation, the present study investigates the representation of gender stereotyping in two junior high school English language textbooks used in Indonesian schools. The findings show that both textbooks portray gender stereotypes in which the social role of males is more predominantly presented compared to its female counterpart in both visualizations and written texts. This study implies that language textbook writers need to have a greater critical awareness of gender stereotyping when designing language textbooks.

Teacher education program are expected to be able in developing pre-service teachers that capable in integrating three domains of technology, pedagogy, and content knowledge (TPACK) for future classroom practices. Every teacher program may be varied and has their own ways in developing TPACK knowledge and skill for pre-service teachers. However, the investigation of lesson design as one of instructional design resulted from the teacher program is rare especially concern on the quality of each domain within lesson design and challenges that were raised within the process of lesson plan making. Therefore, this study aims to explores the TPACK component within of pre-service teacher lesson design project of master degree of teacher education program in Indonesian University through analysing the lesson design project and conducting semi structure interview to provide the justification of determining of each component in the lesson design. The findings show that pre-service teachers’ lesson plan has been represented the domain of TPACK, but there were some domains that not showing strong representation. Also, this study found that the challenges faced by the pre-service teachers were mostly as the reason of lack teaching experiences.

This study sought to investigate teachers' TPACK level development after participating in a WhatsApp-based online community of practice (OCP) in Indonesia. This study addresses the issue of the teachers who are mandated to integrate technology in teaching. However, with a range of contexts, it is known that teachers lack confidence and competence in integrating technology. Therefore, a program for teachers that emphasizes theoretical and practice is one of the best solutions for improving their TPACK. A case study was adopted in this research. This study explored the practice process that took place in the OCP utilizing the notion of the community of practice (CoP) by Wenger (1998) and TPACK level by Niess (2015) to know the teachers' TPACK level development. The findings suggest that the TPACK level development was still not fully achieved by the teachers. This study recommends that the committee who designed the OCP carefully find the best way to make the teachers experience meaningful learning and achieve significant development on their TPACK.