© 2022,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 efl teachers’ perceptions and self-efficacy of augmented reality technology: a mixed-method study
Okumuş, Ayşegül; Savaş, Perihan; Department of English Language Teaching (2021-2-17)
The current study sought to investigate the pre-service EFL teachers’ perceptions of Augmented Reality technology, their acceptance level for utilising this technology in English language classroom, and their self-efficacy level in employing this technology. In this mixed method study, the quantitative strand was based on one group pre-test-post-test design, and the quantitative data were gathered through pre-and post-surveys, TAM survey, and reflection form from 50 volunteers recruited based on convenience...
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...
Pre service EFL teachers perceptions of webinars as presentation tools for ınstructional purposes
Başaran, Banu Çiçek; Savaş, Perihan (null; 2016-04-28)
This study investigated the use of webinars as presentation tools for instructional purposes in English language pre-service teacher education. The main purpose of the study was to explore the effectiveness of online presentations via webinars in comparison to in-class presentations. Thirty-eight pre-service language teachers studying at a public university have participated in this study. Two questionnaires (pre and post webinar use) were administered in order to collect mainly quantitative data. The resul...
Use of digital video recording in the preparation stage of pre service foreign language teachers micro teachings
Savaş, Perihan (2012-07-01)
The paper reports the findings of a study done to investigate the perceptions of 64 pre-service foreign language teachers on their experiences with digital video recording during the preparation of their microteachings to practice teaching English as a Foreign Language (EFL). For two semesters and in two EFL Methodology courses participants worked in small groups to prepare their lesson plans and in-class microteachings and their group discussions were self-recorded. Main data collection instrument of the s...
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: