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 preservice 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.

The Degree of Teaching Knowledge for Saudi EFL Teachers: An Investigation for Madinah EFL Teachers' Perceptions Regarding TPACK Framework

“…It is also similar to the results of some studies done around the word like: (Sarıçoban, Tosuncuoğlu, & Kırmızı, 2019), (Chai, Koh, & Tsai, 2013), and (Alghamdi, 2017). The most crucial point that should be noticed is that the current study differs from all previous studies in its community and the place where it was applied though it may resemble it to some extent in the results.…”

“…These results showed that the degree of content knowledge (CK) of Saudi EFL teachers in Madinah city is high. This degree is almost like what the study of (Sarıçoban, Tosuncuoğlu, & Kırmızı, 2019) indicated in its results. It differed from the result gained from the study (Chen & Goh, 2014) that was on a medium degree.…”

“…A study conducted by (Sarıçoban, Tosuncuoğlu, & Kırmızı, 2019) aimed at measuring (TPACK) of pre-service EFL teachers learning to teach EFL. The results indicated that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, some areas need development.…”

“…The questionnaire developed and validated by Sarıçoban et al (2019) was used in the present study after some edits. The edits included its dimensions and items.…”

“…The degree is analogous to that of (Sarıçoban, Tosuncuoğlu, & Kırmızı, 2019) study, but it may differ in the statistical treatment and the number of the sample. The participants in this study are more than those of (Sarıçoban, Tosuncuoğlu, & Kırmızı, 2019). The sample was also from one stage, not from three stages, as done in the current study.…”