Evaluatıon Of Efl Pre-Servıce Teachers‟ Technologıcal Pedagogıcal And Content Knowledge (Tpack)

Abstract

This study aims to examine Technological Pedagogical and Content Knowledge (TPACK) level of English as a foreign language (EFL) pre-service teachers related to the use of technology in Turkey, who are at their final year in their program, in relation to demographic characteristics such as, gender, age, daily internet use, reason for department choice, academic achievement, and confidence about technology use. The participants of the study were 100 Turkish final year EFL pre-service teachers. Through online and paper surveys, the participants were asked to anonymously complete a self-assessment survey that aims to evaluate their TPACK in relation to technology use and answer some questions about their demographic characteristics. As a result of the quantitative analysis of the data collected, it was found that TPACK level of the participants was high. In terms of gender, it was observed that males had higher technology knowledge than the female participants. In addition, the males were also found to be using internet more than the females. In relation to department choice, the participants who chose their department willingly and coincidentally had higher pedagogy knowledge than the ones who chose their department compulsorily. Lastly, no relationship between academic achievement, perceived level of confidence related to the use of technology and TPACK was observed; however, some connections between particular TPACK sub-constructs were noted. It is hoped that the findings of the study will contribute to the literature in the continuous development of the teacher education programs and further support technology integration into language education.