Exploring Technological Pedagogical Content Knowledge (TPACK) in the EFL teaching.
DOI:
https://doi.org/10.51247/st.v9i2.756Keywords:
Knowledge use, technology transfer, validation, technological developmentAbstract
This article reports finding of research that investigates how foreign languages teachers work in distance and virtual education settings enact Technological, Pedagogical, and Content Knowledge (TPACK) in their teaching practices. Framed by the TPACK model (Mishra & Koehler, 2006), researchers examined opportunities and constraints teachers face when integrating tools into authentic instructional contexts. A mixed methos design was implemented: a survey was used to quantify perceived TPACK integration, and semi-structured interviews explored teachers’ perceptions and experiences in greater depth. Findings demonstrated an overall positive orientation toward educational technology; however, participants reported persistent barriers, particularly limited, context-specific preparation for TPACK-informed pedagogy and uneven access to technological resources and institutional support. These findings suggest that the effective TPACK enactment in online and distance language teaching requires more than teachers’ technological competence; it also differs on sustained pedagogical guidance, curricular alignment, and organizational conditions that enable meaningful technology use. Findings of this study report useful information for teachers training and professional development, highlighting the need for specific and contextualized training in ICT for teaching foreign languages specifically in distance and virtual learning university programs.
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