Who am I when I teach with technology? Exploring language teacher identity and Technological Pedagogical Content Knowledge (TPACK)

Abstract

This study examines how language teacher identity shapes technology integration through the lens of the Technological Pedagogical Content Knowledge-language teacher identity framework. A mixed-methods design was employed, involving survey data from 320 university foreign-language teachers and qualitative data from interviews, observations, and journals with 30 participants. Quantitative results showed that pedagogical beliefs and self-efficacy significantly predicted Technological Pedagogical Content Knowledge levels. Qualitative findings revealed that identity conflicts, especially tensions between traditional roles and innovation demands, often constrained technology use, despite high confidence or competence. By foregrounding identity as a mediating mechanism, the study positions the Technological Pedagogical Content Knowledge-language teacher identity framework as an extension of existing Technological Pedagogical Content Knowledge theory. Findings highlight the need for professional development that explicitly integrates identity work with technical training and is supported by enabling institutional conditions. Supporting teachers in reconciling who they are with how they teach emerges as central to achieving sustainable technology integration in language education.