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

Australian Journal of Teacher Education Manuscript 6089 Australian Journal of Teacher Education 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 of the 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 of the 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). Vol 48, 3, March 2023 67 Australian Journal of Teacher Education 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 of TPACK. Few studies investigated the use of the 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 Egyptian initiatives like “Teachers First” aim to prepare teachers and school administrators with knowledge of emerging technologies to improve their technology implementation in schools (Mogheith et al., 2019). Besides, the strategic plan of Egypt Vision 2030 regarding teachers’ preparation and development was modified to cope with recent changes. “Teachers in 2030 may be more curious and innovative, with social interest and strong technical skills, and they become an excellent example of learning and creativity, and they will evolve to the professional standard of work, as someone who teaches himself, and someone who helps others learn” (Singer & El-Farahaty, 2020, p.13).To achieve this goal, the researchers in the current study attempted to examine the effect of integrating the TPACK model in an EFL course delivered to pre-service teachers in Egypt to explore their perceptions and knowledge of TPACK and their integration of the model in their instructional practices. Literature Review Theoretical Background The TPACK model is an extension of Shulman’s (1986) Pedagogical Content Knowledge taxonomy in which teachers combine Pedagogical Knowledge (PK), Content Knowledge (CK), and Technological Knowledge (TK). Later, Mishra and Koehler (2006) added three hybrid components that show an interaction of the first three elements to include seven factors: Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPCK). Koehler et al. (2005) created the first phase of TPACK research to interrelate content, pedagogy, and technology. The second phase investigated the effect of professional development on teachers’ enactment of TPACK (Doering, et al., 2009; Jang, 2010). In the third phase, several studies have explored the relationship among TPACK components and the impact of each component separately (Wilson & Wright, 2010). However, few studies focused on TPACK as a unified body (Archambault & Crippen, 2009). Figure 1 represents the TPACK framework and the interrelation among the seven components. Vol 48, 3, March 2023 68 Australian Journal of Teacher Education Figure 1. TPACK framework and its components (source: http://tpack.org/). Reproduced by permission of the publisher, © 2012 by tpack.org. Content Knowledge (CK) refers to teachers’ knowledge of topic-specific content and subject matter. CK includes teachers’ ability to organize and present content concepts. Pedagogical Knowledge (PK) comprises knowledge of teaching methodologies and pedagogical activities (e.g., lesson plans, teaching methods, and assessment and classroom management). Moreover, Technological Knowledge (TK) encompasses information technology knowledge to (...truncated)