Abstract
In this study, we adopted a quantitative method to explore EFL teachers’ TPACK through the mediation of different teaching experience. Results suggest a statistically significant superiority of EFL teachers with multicultural teaching experience in terms of overall TPACK as well as TK. Second, teachers who have multicultural teaching experience tend to rate their TPK, TCK, PCK positively compared to their counterparts. This study sheds light on how diverse teaching experiences mediate EFL teachers’ TPACK, and also adds to the existing literature by viewing teachers’ TPACK and experience in a contextually as well as culturally oriented means.
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