Libyan English teachers' awareness about technological pedagogical content knowledge

This study aimed to investigate the awareness of Libyan English teachers about Technological Pedagogical Content knowledge (TPACK). The study also examines the TPACK of Libyan English teachers according to some variables such as gender, age, marital status and educational qualification. The Descriptive analytical method was used in the study and quantitative data were collected from 427 participants using the TPACK questionnaire. Data were analyzed quantitatively. Quantitative findings showed that Libyan English teachers have intermediate Technological Pedagogical Content knowledge (TPACK). Statistically significant differences were found in the evaluation of the TPACK levels of the participants in favor of the upper-ranked age groups. Married teachers also scored higher than singles on all subscales. Finally, the findings reported that there was no statistically significant difference between the mean scores of the participants in the TPACK subscales, except for Technological knowledge (TB) and Pedagogical knowledge (PK).