Integrating TPACK in a Pre-Service Teachers' EFL Course - Impacts on Perception, Knowledge, and Practices

Oct 15, 2026

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Most research on integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education relies heavily on context-unspecific self-report instruments. This mixed-methods study examines how integrating four TPACK domains within an EFL course affects 30 Egyptian pre-service teachers’ perceptions and knowledge. It also evaluates impacts on lesson plans and teaching practices using tests, questionnaires, observation checklists, interviews, and lesson-plan analysis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

TPACK and teacher preparation

Problem focus and rationale

Literature Review

Theoretical Background

Phases of TPACK research

Integrating TPACK in a Pre-Service Teachers' EFL Course: Impacts on Perception, Knowledge, and Practices Dr. Amira Desouky Ali Sadat Academy, Egypt Dr. Hanan Waer New Valley University, Egypt Abstract: Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. This mixed-methods study explored the efficacy of integrating four domains ofthe TPACK framework in an EFL course on the perception and knowledge of (30) pre-service teachers in an Egyptian university. The study also investigated the effect ofthe TPACK-based course on participants’lesson plans and teaching practices. Data collection instruments included a test, a questionnaire, observation checklists, lesson plans, and semistructured interviews. Quantitative analysis showed that pre-service teachers’knowledge and perception of PCK, TCK, TPK, and TPCK have significantly improved after the course. Qualitative analysis of participants’lesson plans, observation, and interviews revealed that participants moderately integrated technologies in their instruction and PCK was the most dominant in their teaching. The study provided implications for implementing TPACK in teachers’ education programs. Keywords: TPACK, pre-service EFL teachers, perceptions, teacher knowledge, practices. Introduction Teacher preparation programs influence teachers’ knowledge, attitudes, and selfconfidence in integrating technologies in the classroom (Agustin & Liliasari, 2017; Tseng et al., 2019). Angeli and Valanides (2014) highlight the importance of empowering pre-service teachers with entry-level knowledge concerning selecting technology, content, and pedagogy. However, teacher preparation programs in most faculties of education in Egyptian universities still focus on delivering academic and pedagogical courses separating the technological knowledge. This creates a dichotomy between content knowledge and pedagogy (Elbehary, 2020). Although microteaching sessions are supposed to provide preservice teachers with opportunities to practice instructional methods with their peers in artificial settings, many pre-service teachers reported that these sessions often focus on content and neglect the school curriculum (Hamada, 2014) . Technological Pedagogical Content Knowledge (TPACK), an extension of Shulman’s (1986) Pedagogical Content Knowledge (PCK) model, was developed by Mishra and Koehler (2006) to aid teachers and researchers in understanding the relationship among technology, content, and pedagogical approaches. TPACK is considered the most functional model to assess teachers’ expertise in terms of technology integration (Mishra & Koehler, 2006) . According to Yurdakul et al. (2012), TPACK is a framework that describes teachers’technological and techno-pedagogical knowledge and skills to enact technology. TPACK guarantees that digital tools are integrated as an integral part of the instructional design process and emphasizes the interactions between pedagogy, content, and technology. On the one hand, most research that has explored the integration of the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. Voogt et al. (2013) noted that empirical studies that addressed TPACK focused mostly on exploring teachers’beliefs, preservice teachers’TPACK level, and ways to enhance in-service teachers’ use ofTPACK. Few studies investigated the use ofthe TPACK model as a theoretical framework for designing professional development or teacher preparation programs (Dysart & Weckerle, 2015) . This issue needs to be adequately addressed as the latest review study (articles 2012-2022) concluded that the reviewed studies mostly used qualitative data and mainly focused on inservice teachers (Luo & Zou 2022) . On the other hand, recent Egypt

FAQs

What was the focus of this mixed-methods study?

The study examined the efficacy of integrating four TPACK domains in an EFL course and its effects on pre-service teachers’ perceptions and knowledge, as well as on lesson plans and teaching practices.

Which assessment tools were used to collect data?

Data were collected using a test, a questionnaire, observation checklists, lesson plans, and semi-structured interviews.

How did the course affect pre-service teachers’ knowledge and perception?

Quantitative results indicated that their knowledge and perceptions of PCK, TCK, TPK, and TPCK significantly improved after completing the course.

Oct 15, 2026

Upload by Kurz