Hizmet içi İngilizce öğretmenlerinin yüz yüze ve çevrimiçi eğitimde teknolojik pedagojik alan bilgilerinin incelenmesi

The concept of technological pedagogical content knowledge (TPACK) consists of seven knowledge bases. First of all, technological knowledge is about teachers' general knowledge regarding technology. Secondly, pedagogical knowledge is about teachers' degree of mastery on how to teach. On the other hand, content knowledge is about teachers' knowledge of their own branch. These are the main three knowledge bases in the TPACK framework. There are also convergent knowledge bases among these three knowledge bases. First, pedagogical content knowledge is about teachers' ability to convert their knowledge of their branch for teaching and learning purposes. Additionally, technological pedagogical knowledge has to do with teachers' ability to sustain teaching using specific technologies. Moreover, technological content knowledge is the ability to represent the content by using the technology. Finally, technological pedagogical content knowledge is the summation of these knowledge components. In other words, technological pedagogical content knowledge is the ability to utilize pedagogical skills while teaching the content by using specific technologies. The term online education is now used interchangeably with distance education as the internet becomes more and more widespread. Likewise, online education can include hybrid or full-time online courses. Moreover, online education also requires some steps of planning as face-to-face education does. On the other hand, there has been a rapid shift from face-to-face education towards online education. This rapid shift caused some pitfalls in these planning procedures. After the outbreak of the Covid-19 pandemic, educational environments have gone through many changes. Indeed, education has shifted from traditional face-to-face iv environments to online environments. Hence, teachers had to face many problems, while students perceive some sort of difficulties. Besides, teachers' duties and activities also went under many changes before, during, and after the classes. Furthermore, the roles and competencies of an EFL teacher have also changed. Thus, this study aimed to find out the perceived TPACK levels for face-to-face and online education of in-service EFL teachers, and the possible change between those with the help of quantitative findings. Moreover, English Language Teachers' experiences, emotions, and perceived professional needs in face-to-face and online education were studied qualitatively. Overall, findings revealed that the in-service EFL teachers had lower perceived TPACK for online education compared to face-to-face education. On the other hand, qualitative findings revealed that the participants' experiences, emotions, and perceptions of professional needs varied across face-to-face and online education. Results will provide some important implications for the future of the EFL field.