Abstract
In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although teacher-certificate programs are employed in many countries, none of the existing studies have examined teacher-candidates’ TPACK, especially in English language teaching (ELT). To fill the gap, this study aims to compare TPACK among teacher-candidates, pre-service and in-service English as a foreign language (EFL) teachers in Turkey. Quantitative and qualitative data analysis indicated significant differences among them. Based on these findings, suggestions for teacher education and future research were made. Key words: Pre-service teachers, in-service teachers, teacher certificate program, English language teaching (ELT), technological pedagogical content knowledge (TPACK), self-perception.
Highlights
One of the milestones in teacher education that changed the standards of qualified teachers is Shulman (1986) perspective
In addition to Shulman (1986) ideas, changes in technology led Mishra and Koehler (2006) to propose that technology cannot be separated from pedagogical content knowledge (PCK); they suggested technological pedagogical content knowledge (TPACK) framework, which consists of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK)
Games-Howell test results showed that in all other TPACK construct components as well as Modelling Faculty and Modelling TPACK, except TPACK component, there was a significant difference among the perceptions of pre-service teachers (PTs)‟, teacher-candidates and in-service English as a foreign language (EFL) teachers (Table 2)
Summary
One of the milestones in teacher education that changed the standards of qualified teachers is Shulman (1986) perspective. According to these standards, qualified teachers should master content and pedagogical knowledge and the intersection of both: pedagogical content knowledge. In addition to Shulman (1986) ideas, changes in technology led Mishra and Koehler (2006) to propose that technology cannot be separated from pedagogical content knowledge (PCK); they suggested technological pedagogical content knowledge (TPACK) framework, which consists of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). The intersections of these knowledge domains are PCK, technological content knowledge (TCK), and technological pedagogical.
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