İngilizce öğretmen adaylarının teknolojik pedagojik alan bilgisi

This mixed-method study is aimed at investigating the perceived Technological Pedagogical Content Knowledge (TPACK) competency levels of pre-service English as a Foreign Language (EFL) teachers and examines the relationship between their TPACK competency levels and demographic characteristics, namely, age, gender, computer experience, and year of education in the program. The participants of the study included 215 pre-service teachers, all of whom partook in the quantitative phase, while 14 of them and five teacher educators partook in the qualitative phase. The quantitative data were collected through a demographic background questionnaire and a TPACK-EFL questionnaire, while the qualitative data were gathered using semi-structured interview questions, adapted for both pre- service teachers and teacher educators. The findings of the study indicated a relatively high level of overall perceived TPACK competency among pre-service EFL teachers, with some notable variations across the sub-components. Regarding the influence of gender and age, statistically significant differences were found in Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) sub-components. It was found that male participants scored higher in TK, while females scored higher in PK and PCK. In addition, pre-service teachers older than 24 years of age revealed lower CK scores. Regarding the influence of computer experience and years of education in the program, higher overall TPACK scores were observed in favor of those with more computer experience and those in their later years in the program. The current study is expected to enrich the literature, aiding the ongoing enhancement of teacher education programs, and promoting the integration of technology into English language education.