A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language

Year 2019, Volume: 15 Issue: 3, 1122 - 1138, 01.10.2019

Arif Sarıçoban , İrfan Tosuncuoğlu , Özkan Kırmızı

https://doi.org/10.17263/jlls.631552

Abstract

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A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language
The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of pre-service EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Başer et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers’ competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development.
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Author (Last name, First name)	Sarıçoban, Arif
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Author (Last name, First name)	Tosuncuoğlu, İrfan
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Author (Last name, First name)	Kırmızı, Özkan
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Keywords

English as a foreign language; technology integration; technological pedagogical content knowledge; teacher education; assessment

References

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