Keywords
TPACK
Pre-Service EFL Teachers
English as a Foreign Language
Needs
Technologies
Conocimiento Tecnológico Pedagógico del Contenido
TPACK
Docentes de ILE en formación
Inglés como Lengua Extranjera
Necesidades
Tecnologías
How to Cite
Abstract
The current study investigated the Technological Pedagogical Content Knowledge (TPACK) level and needs of pre-service teachers through a convergent parallel design. The participants included 120 English as a Foreign Language (EFL) pre-service teachers, 79 females and 41 males, studying at a state university in Turkey. The TPACK-Deep scale developed by Kabakçı-Yurdakul et al. (2012) served as the quantitative data collection instrument and an open-ended questionnaire was used to collect qualitative data on the opinion and needs of the participants. As for the analysis of quantitative data, the authors employed descriptive statistics. On the other hand, a thematic analysis was implemented for the qualitative data. The findings indicated that EFL pre-service teachers generally had a high level of TPACK proficiency. Moreover, the TPACK needs of student teachers were mainly related to technology-based problems (TK, TCK, and TPK) and access to technological tools. Finally, at the end of the article, further suggestions and implications are provided for prospective studies and scholars over the above-mentioned issues.
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