Examining the Technological Pedagogical Content Knowledge (TPACK) of Turkish Preservice English as a Foreign Language Teachers

Abstract

The current quantitative research uses the survey technique to examine English as a foreign language (EFL) preservice teachers’ technological pedagogical and content knowledge (TPACK) proficiency levels. Participants were 129 preservice EFL teachers from a Turkish state university. There is evidence that English Language Teaching student teachers believe they possess technological knowledge most among the other knowledge domains, and third-grade EFL student teachers seem to have a higher level of proficiency in TPACK than fourth graders, and female EFL student teachers appear to be more proficient in TPACK than male student teachers. Some recommendations followed the research findings.