Examining Preservice EFL Teachers’ TPACK Competencies in Turkey

Solak Ekrem, Amasya University, Amasya, Turkey
Çakır Recep, Amasya University, Amasya, Turkey

Abstract

The purpose of the study was to understand the TPACK (Technological Pedagogical Content Knowledge) competency of preservice English teachers and to determine whether there were any significant differences in terms of gender and academic achievement. This study was conducted at a state-run university and subjects were 137 preservice English teachers. The results of the research suggest that males’ technological knowledge was higher than females; however, females were better than males in pedagogical knowledge. Moreover, no significant difference was found between TPACK mean and academic achievement in terms of the correlation between TPACK scale and academic achievement of the participants.

Keywords:

Technological Pedagogical Content Knowledge, TPACK, language teaching and TPACK, TPACK competencies of EFL teachers