Abstract
Teacher agency plays a crucial role in teachers' professionalism and makes them capable of acting powerfully in their teaching context. The present study was an attempt to explore the role of the TPACK model in developing a professional agency for English as a foreign language (EFL) student-teachers. We conducted a qualitative study in which seven TPACK sessions were held involving eight student-teachers. We analyzed data collected through narratives and interviews using deductive-inductive thematic analysis. The findings of the thematic analysis indicated that the TPACK model has a constructive role in developing EFL student-teachers' professional agency. The findings of this study showed that the TPACK model enhances the integration of technology with content and pedagogy, ultimately amplifying individuals' ideas and voices. Additionally, it allows educators to explore more effective teaching methods, resulting in increased motivation among teachers. A deeper understanding of technological knowledge empowers educators to seamlessly incorporate technology into their teaching practices. By providing teachers with a sense of ownership and expertise in the material they present, the TPACK model enables educators to make well-informed decisions and enhance their pedagogical knowledge, skills, and strategies to meet the evolving needs of their students and adapt to the changing educational environment.
Published Version
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