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Research uses a mixed-method design with semi-structured interviews and a Technology, Pedagogy, and Content Knowledge (TPACK) survey questionnaire. Data come from 152 English Language Teaching (ELT) pre-service teachers and 73 teacher educators across universities in Iraqi Kurdistan. The findings show high perceived proficiency in pedagogical content knowledge and familiarity with simple traditional technologies, while gaps remain for professional technologies. Participants largely view pedagogical technologies as effective and influential on professional identity development, with some dissent regarding teaching-practice impact.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-teachers-and-teacher-educators-perceptions-of-technological-pedagogical-knowledge-and-professional-identity-development/594116/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-teachers-and-teacher-educators-perceptions-of-technological-pedagogical-knowledge-and-professional-identity-development/594116.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine pre-service teachers’ and teacher educators’ perceptions of how technology affects technological pedagogical knowledge and professional identity development in language teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected and analyzed?",{"text":117,"@type":113},"The study used mixed methods: semi-structured interviews and a Technology, Pedagogy, and Content Knowledge survey. Thematic analysis and SPSS 24 were used for interviews and survey data, respectively.",{"name":119,"@type":110,"acceptedAnswer":120},"What did participants generally report about their technological pedagogical knowledge?",{"text":121,"@type":113},"Both groups perceived high proficiency in pedagogical content knowledge and familiarity with simple traditional technologies, while reporting lacking knowledge of some professional technologies.",{"name":123,"@type":110,"acceptedAnswer":124},"How did participants view the impact of pedagogical technologies on professional identity?",{"text":125,"@type":113},"Most participants agreed that pedagogical technologies are effective and affect professional identity development, though a few believed these technologies were not more effective for teaching practice and identity development.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},594116,1792811177,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":31},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Pre-service Teachers and Teacher Educators Perceptions of Technological Pedagogical Knowledge and Professional Identity Development  \nEbrahim Mohammadkarimi  \nUniversity of Raparin, Ranya, Kurdistan, Iraq  \nAbstract: This study intended to investigate pre-service teachers' and  \nteacher educators'perceptions of technological pedagogical  \nknowledge and professional identity development. The research was  \nconducted with 152 English Language Teaching (ELT) pre-service  \nteachers and 73 teacher educators from various universities in Iraqi  \nKurdistan. Using a mixed-method, the data for this study was  \ncollected through semi-structured interviews as well as a Technology,  \nPedagogy, and Content Knowledge survey questionnaire. Thematic  \nanalysis and SPSS 24 were employed for analyzing the interview  \nresponses and survey data, respectively. From this data, both pre  \nservice teachers and teacher educators perceived a high rate of  \nproficiency in their pedagogical content knowledge as well as  \nfamiliarity with simple traditional technologies, while they lacked some knowledge ofprofessional technologies. Participants also mostly agreed that pedagogical technologies are efective and affect their  \nprofessional identity development. However, there were a few  \nparticipants who believed these technologies were not more effective  \nfor their teaching practice and professional identity development. The  \nimplications of the study are stated, and some suggestions for further  \nstudies in this regard are provided.  \nKey words: Pre-service teachers, Teacher educators, Teachers` professional identity, Technology, Pedagogy, and Content Knowledge (TPACK)  \nIntroduction  \nIn today`s communities, technological instruments have been considered a medication for traditional issues in education (Mohammadkarimi & Amin, 2019) . Based on this medical approach, proper integration of technologies in education involves students in a way that leads to creating knowledge, and consequently, the belief that students will acquire skills and knowledge to thrive in future workplaces and live in modern communities. Technological instruments are introduced to education through various approaches. Policy-makers (at the national or university level) and other relevant stakeholders within universities, including parents, have facilitated the implementation of these educational technologies in response to a growing demand for their integration within contemporary educational institutions. Various external entities, such as nongovernmental organizations, with similar perspectives and approaches, have contributed to the  \nintroduction of these technological instruments into the realm of education. With the aim of facilitating the availability of these technologies, it was expected that teachers would incorporate them more frequently into their teaching practices compared to traditional tools (Cornu, 2003) .  \nWith the growth of technology, the number of technological tools that are used for pedagogical purposes has increased. In Iraqi Kurdistan, like in other parts of the world, language teachers use at least some of these tools (such as laptops and projectors) in their teaching. Although utilizing different technologies for teaching purposes might influence the effectiveness of teaching and provide striking learning opportunities (Engeness, 2021), as well as an enjoyable environment for learners, it imposes more demands on teachers and could affect their professional identity (Lai & Jin, 2021) . Therefore, technology can cause teachers to adapt their roles and practices, or alternatively, they may resist the technological change (Goos, 2014) .  \nIt is not clear to what extent teachers in Iraqi Kurdistan are familiar with and utilize technological pedagogical tools. Particularly, since the beginning of the Corona Virus period until now, some teachers have had to employ various tools for online lectures, depending on their institutes.  \nSome universities spend a cons","cbCaiaWXyvEXq9yX","https://ap.wps.com/l/cbCaiaWXyvEXq9yX","pdf",271352,"English","# Introduction\n## Background and rationale\n## Study objectives\n# Literature Review\n## Technology in education\n## Role of technology in teaching identity","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine pre-service teachers’ and teacher educators’ perceptions of how technology affects technological pedagogical knowledge and professional identity development in language teaching.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"The study used mixed methods: semi-structured interviews and a Technology, Pedagogy, and Content Knowledge survey. Thematic analysis and SPSS 24 were used for interviews and survey data, respectively.\"},{\"question\":\"What did participants generally report about their technological pedagogical knowledge?\",\"answer\":\"Both groups perceived high proficiency in pedagogical content knowledge and familiarity with simple traditional technologies, while reporting lacking knowledge of some professional technologies.\"},{\"question\":\"How did participants view the impact of pedagogical technologies on professional identity?\",\"answer\":\"Most participants agreed that pedagogical technologies are effective and affect professional identity development, though a few believed these technologies were not more effective for teaching practice and identity development.\"}]","Pre-service Teachers and Teacher Educators Perceptions of Technological Pedagogical Knowledge and Professional Identity Development | PDF",1792078565]