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

Abstract

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 TCK, TPK, and TPACK items. This survey intends to assess pre-service EFL teachers’ subject-specific competencies in pedagogies and technologies. The present study is quantitative in nature. It was conducted with 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.