Examining Preservice EFL Teachers’ TPACK Competencies in Turkey
Solak Ekrem, Amasya University, Amasya, Turkey Çakır Recep, Amasya University, Amasya, Turkey
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.
Technological Pedagogical Content Knowledge, TPACK, language teaching and TPACK, TPACK competencies of EFL teachers