This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interviews and document analysis). The content validity of the items was established through expert and preservice teacher reviews. The survey was then validated through two rounds of exploratory factor analysis (EFA), the first with 174 preservice EFL teachers and the second with 204 preservice EFL teachers. The results of the first round indicated a five-factor structure: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth factor that combined TCK, TPK, and TPACK items. After revising the survey, the second round of EFA results showed a seven-factor structure that was consistent with the TPACK framework. The final TPACK-EFL survey included a total of 39 items: 9 TK, 5 CK, 6 PK, 5 PCK, 3 TCK, 7 TPK, and 4 TPACK. The results offer survey developers and teacher educators insight into establishing clear boundaries between the TPACK constructs. In particular, subjectspecific strategies were used to generate clear and distinct items within the TCK and TPK constructs. Implications for developing other subject-specific TPACK surveys and using the TPACK-EFL survey in other countries are discussed.

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Türkçenin yabancı dil olarak öğretiminde uzaktan eğitime yönelik öğrenci görüşleri / H. Karatay; S. Kaya;

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The current study aims to explore self-efficacy and perceived benefit beliefs of preservice teachers regarding distance education according to their experiences as future implementers of distance education from an undergraduate distance education course they received. A case study was employed including both quantitative and qualitative data collection methods. The participants of the current study were 143 preservice teachers who had completed a distance education course during their undergraduate program at a university in Turkey. Quantitative data were collected through two, five-point, Likert-type scales, with one that assessed self-efficacy towards distance education and one that assessed perceived benefit beliefs regarding distance education. Qualitative data were collected through an open-ended questionnaire. Descriptive statistics results from the scale data revealed that the mean scores for the constructs of self-efficacy and perceived benefit of distance education ranged from 3.66 to 4.07. Correlation analysis results indicated that the preservice teachers' self-efficacy towards distance education was significantly related to their perceived benefit from distance education, r = .56, p < .01. The preservice teachers mentioned positive aspects of their distance education course under (1) Contribution of the course to the preservice teachers' knowledge and skills development for technology integration, (2) Contribution of the course to the preservice teachers' knowledge and skills development for designing effective distance education, (3) Positive features of the distance education course, and (4) Positive features of distance education in general. The preservice teachers stated negative aspects under (1) Issues related to common course components, and (2) Issues related to technology. The research results and implications are presented and discussed within this study.