The investigation of technological pedagogical and content knowledge level by Turkish teachers of English

This study aimed to explore the Technological Pedagogical Content Knowledge (TPACK) levels of Turkish EFL teachers and the relationship between gender/experience and TPACK levels of the Turkish EFL teachers. The study was carried out in high schools of Mersin between April 10 and 15. 33 teachers answered to the EFL TPACK questionnaire consisting of two sections. First section of the questionnaire was for gathering general information of the participants and investigating the relationships between gender/experience and TPACK levels of Turkish EFL teachers. Second section of the questionnaire was for detecting the participants' TPACK levels. Quantitative data were analyzed by descriptive statistics including mean, frequency, standard deviation, t-test and One Way ANOVA. The findings of the descriptive statistics indicated high levels of TPACK of the Turkish EFL teachers. Furthermore, the results of t-test showed the relationship between gender and TPACK was not statistically effective on their TPACK level.One Way ANOVA also proved that there is a negative correlation between the teachers' teaching experience and TPACK levels. With relation to the aims of this study, valuable contributions were provided in terms of getting a picture Turkish EFL teachers' TPACK levels and the relationships between gender/experience and TPACK levels. Finally, some implications were suggested for teachers, teacher educators and educational authorities. Key Words: English teachers, Technological Pedagogical Content Knowledge, TPACK