Iranian Pre-Service EFL Teachers’ TPACK Competencies: A Case Study of Semnan Farhangian University

Salehi, N.

doi:10.22061/tej.2024.10708.3046

Articles in Press

Document Type : Original Research Paper-English Issue

Author

N. Salehi

Department of English Language Teaching, Farhangian University, Tehran, Iran

https://doi.org/10.22061/tej.2024.10708.3046

Abstract

Background and Objectives: Over the past decades, the integration of technology in education has transformed how various subjects are taught and learned. This trend has also impacted English as a Foreign Language (EFL) education, opening up new possibilities for interactive learning, global communication, and cultural exchange through online tools and platforms. The increasing demand for engaging and interactive learning experiences has made it essential to train pre-service EFL teachers (PSEFLTs) in effectively merging technology and EFL instruction, allowing them to leverage the benefits of digital tools and resources. This training can begin with an assessment of their current Technological Pedagogical Content Knowledge (TPACK). To this end, the current study seeks to explore PSEFLTs’ perceived TPACK competencies and their actual practices for incorporating technology into their teaching, ultimately enhancing their effectiveness in diverse educational contexts.
Materials and Methods: Ten undergraduate students enrolled in an English Language Teaching (ELT) program at Semnan Farhangian University in Iran were recruited, comprising six females and four males selected through purposive sampling. They were in their last year of their academic program. This study employed a qualitative case study design, with data collected through semi-structured interviews and classroom observations. The open-ended interview questions and observation checklist were formulated based on a review of the literature on TPACK. In this study, the EFL teacher educators acted as peer debriefers, which contributed to enhancing the validity of the research. Pilot interviews and observations, member-checking, and data triangulation were also conducted to strengthen the credibility of the study. To analyze the data, the researcher employed thematic analysis.
Findings: The findings indicated that while PSEFLTs demonstrated a solid foundation in CK, PK, and PCK, their TK, TCK, TPK, and TPACK competencies appeared to be limited. Specifically, the PSEFLTs exhibited a strong grasp of the content and effective teaching strategies; however, their understanding and application of technology in educational contexts were insufficient. This gap suggests that despite having the necessary knowledge to teach effectively, they struggled to integrate technological tools and resources into their instructional practices. Observations also revealed a limited use of technology for student-centered learning.
Conclusions: The findings of this study shed light on a concerning gap in the current Iranian pre-service EFL teacher education programs, indicating that future teachers, while possessing strong content and pedagogical content knowledge, are not adequately equipped with the essential TPACK foundation needed to incorporate technology into their teaching methodologies seamlessly. This deficiency in preparing pre-service teachers in the integration of technology could potentially impede their effectiveness in delivering engaging and innovative instruction to their students. The implications of this study extend beyond the classroom, calling attention to the need for policymakers, curriculum developers, and material planners to reassess and enhance teacher training programs to better align with the demands of the 21st-century educational landscape. By effectively addressing the identified weaknesses in the TPACK of PSEFLTs, stakeholders can equip them with the necessary knowledge and skills to utilize the potential of technology in teaching, thereby significantly improving student learning outcomes and fostering a more engaging educational environment.

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