Teaching English with Technology. All Rights Reserved.Pre-service teachers of the 21st century are expected to be equipped with both pedagogical and digital competence. In fact, teacher education programs should give prospective teachers the opportunity of becoming the designers of their own lessons instead of dictating them certain ways of integrating technology. The pre-service teacher education programs tend to fail to equip prospective teachers with a sound TPACK knowledge base, which is likely to pose a challenge for them in the way of effective technology integration. The aim of the 10-week qualitative study was twofold: (1) to examine the TPACK development of the English as a Foreign Language (EFL) pre-service teachers of English in Turkey at a private K-12 school and 2) to investigate how Turkish pre-service teachers’ TPACK knowledge was reflected in their digital materials. 24 pre-service EFL teachers who took the elective course “Designing and Using Digital Materials for ELT” in the spring semester of the 2020 and 2021 academic year and 9 in-service EFL teachers at a private K-12 school participated in the study. Purposeful sampling was used for the participant selection. The data were collected via pre-service teachers’ reflective journals as well as a technology integration observation instrument (for in-service teachers) (Harris et al., 2010) and analyzed via content analysis. The findings revealed that the pre-service teachers reported gains in terms of all the components of the TPACK framework (Koehler & Mishra, 2009) in varying degrees, with an enhanced awareness towards the purposeful integration of technology, content, and pedagogy.
Teaching English with Technology


Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language
Baser, Derya; Kopcha, Theodore J.; Özden, Muhammet Yaşar (2016-01-01)
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 interview...
Pre-service science teachers’ TPACK efficacy levels and technology integration quality: application of TPACK-IDDIRR model
Atakan, İskender; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2019)
Nowadays, teachers have a great responsibility in developing And updating their technology knowledge and competences, because in an environment where technology affects education so much, the way to achieve the desired objectives in lessons is to integrate technology into the classroom environment effectively. The purpose of the current study was to investigate the technological pedagogical content knowledge (TPACK) development in terms of TPACK efficacy levels and technology integration qualities of pre-se...
A Review of the Research on Technological Pedagogical Content Knowledge: The Case of Turkey
Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU (2015-01-01)
Technological Pedagogical Content Knowledge (TPACK) framework has played an important role in rethinking current teacher education and technology practices both in Turkey and around the world. Due to the recent increase in the number of research studies conducted on TPACK in Turkey, there has been an emerging need to investigate the research on TPACK to evaluate the current literature as well as to guide future research studies. To help better inform teacher educators and researchers, the authors embarked u...
A Liberatory Pedagogy for Non-Native Teachers of English
Tezgiden Cakcak, Sebahat Yasemin (2018-12-01)
Native English speaking teacher of English/non-native English speaking teacher of English (NEST/NNEST) inequity has been a well-documented reality in the foreign language education field. Interpreting the dichotomy of NEST/NNEST from Freire's theoretical perspective, this article provides insights into the internalization of native speakerist ideology by large numbers of non-native teachers of English. Using Freire's understanding of the relationship between the oppressor and the oppressed, this article arg...
The effectiveness of a graduate course on science teachers’ percieved TPACK competencies and self-efficacy of TPACK
Çetinkaya Aydın, Gamze; Çakıroğlu, Jale (null; 2017-05-21)
Technological Pedagogical Content Knowledge (TPACK) framework proposes that effective teaching with technology requires combination of content, technology and pedagogy, and emphasizes the relationships, connections, strengths and weaknesses between and among these components. Following a quantitative multiplecase study approach, the purpose of this research is to test the effectiveness of an instructional design named “Theory – Application – Practice (TAP)” for improving science teachers’ TPACK competencies...
Citation Formats
I. G. Kaçar, “PRE-SERVICE EFL TEACHERS AS DIGITAL MATERIAL DESIGNERS: A CASE STUDY INTO THE TPACK DEVELOPMENT IN THE TURKISH CONTEXT,” Teaching English with Technology, vol. 22, no. 3-4, pp. 107–130, 2022, Accessed: 00, 2023. [Online]. Available: