Does Individual Innovativeness Influence TPACK Development? - The Case of Pre-service EFL Teachers in Türkiye

Oct 15, 2026

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This study examines how pre-service EFL teachers’ individual innovativeness influences their TPACK development during an educational technology course. Using a quasi-experimental design, 59 participants completed pre- and post-tests with TPACK and individual innovativeness scales. Course activities followed Diffusion of Innovation Theory steps. Findings show a significant increase in TPACK, while individual innovativeness showed no significant change. Initial TPACK differed by innovativeness, but the end difference was not significant, highlighting the need to support early knowledge gaps.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Theoretical Background

TPACK in Pre-service Teacher Education

Does Individual Innovativeness Influence TPACK Development?: The Case of Pre-service EFL Teachers in Türkiye Taibe Kulaksız Heidelberg University of Education, Germany Abstract: This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing aquasi-experimental research design, the participants were 59 pre service EFL teachers. The coursefollowed the Diffusion of Innovation Theory steps. Analyzing the data, TPACK and individual innovativeness scales were implemented as pre-andpost-tests. The results showed a significant increase in participants' TPACK, while their individual innovativeness did not exhibit a significant change during the course. Although there was a notable difference in preservice teachers' initial TPACK levels based on their innovativeness, this difference was no longer significant in the end. Education for TPACK development is critical in bridging the initial knowledge gap arising from differing innovativeness levels. Introduction The support of technology in language education enhances learners' writing quality, literacy development, and word retention (Lee et al., 2022; Lin & Lin, 2019; Xu et al., 2019) . This evidence suggests that an essential teaching competency in language education is the ability to integrate technologies into the teaching process. Technological Pedagogical Content Knowledge (TPACK) proposed by Koehler and Mishra (2009) provides a framework for teachers’ subject-specific technology skills in teaching settings. However, TPACK studies in the field of EFL teacher education studies are limited and lack experimental/quasiexperimental research designs to observe the effectiveness of the educational technology courses (Çınar, 2022; Tseng et al., 2020) . Therefore, it is crucial to prioritize the development of pre-service English as a foreign language (EFL) teachers' TPACK in teacher education programs. Numerous variables and actors take part in the context of the construction of teachers'TPACK (Brianza et al., 2022; Harris & Huang, 2023 ; Karakaya Cirit & Canpolat, 2019 ; Kulaksız & Karaca, 2023) . Some of these factors are related to social, resource, and content, while others are associated with actors’ behaviors in the context such as teachers’ beliefs and attitudes (Brianza et al., 2022) . Innovativeness was identified as a significant factor affecting teachers' technological skills and intentions by several researchers (Çoklar & Özbek, 2017; Mazman Akar, 2019; Uslu, 2018) . Teachers with high innovativeness levels tend to embrace technologies more readily (Mazman Akar, 2019) and preservice teachers often exhibit higher Information and Communication Technologies (ICT) competencies (Mumcu, 2022) . However, resistance to change is an attribution of human innovativeness that distinguishes different categories of innovation adopters (Rogers, 2003) . It is highly likely that innovative pre-service teachers are expected to have technological affinities. In this context, a question that arises is how long the gap between the technology integration skills of pre-service teachers with high innovativeness and those with low innovativeness will persist. However, it is not easy to address the possibility of resolving these initial personal differences since this trait is change-resistant. Hence, instructional technologies courses provide an opportunity in terms of allowing pre-service teachers to meet and adapt to technological devices and applications in education and to improve their TPACK. In this way, this allows for observation of whether pre-service teachers can acquire TPACK knowledge and skills and whether they are persuaded to accept new technologies experimentally. As it is seen, it is possible to say that disregarding this well-known finding is common in available training programs. Therefore, the motivation behind this study is to explore whether the init

FAQs

What does the study investigate about pre-service EFL teachers?

It investigates whether pre-service EFL teachers’ individual innovativeness affects their TPACK development during an educational technology course.

How was the research conducted?

A quasi-experimental design was used with 59 pre-service EFL teachers, following course steps aligned with the Diffusion of Innovation Theory, and applying pre- and post-tests.

What were the main results regarding TPACK and individual innovativeness?

Participants’ TPACK increased significantly after the course, while individual innovativeness did not show a significant change. Initial TPACK differences by innovativeness disappeared by the end.

Oct 15, 2026

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