An investigation of pre-service English teachers’ level of technopedagogical content knowledge

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ATAR C., AYDIN S., Bağcı H.

Journal of Language and Linguistic Studies, vol.15, no.3, pp.794-805, 2019 (Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 15 Issue: 3
  • Publication Date: 2019
  • Doi Number: 10.17263/jlls.631517
  • Journal Name: Journal of Language and Linguistic Studies
  • Journal Indexes: Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.794-805
  • Keywords: Content knowledge, Pre-service English teachers, Technology, Technopedagogical content knowledge, TPACK
  • Yıldız Technical University Affiliated: No


The purpose of this study is to identify pre-service English teachers’ technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other technology-based models in that it incorporates content knowledge as well in addition to technological competences. The participants are 182 pre-service English teachers that study in Istanbul and Sakarya, Turkey. The data was collected via Technological Pedagogical Content Knowledge Scale (TPACK-Deep) that was developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt (2012). The data was analyzed through SPSS and the variables grade, gender, daily amount of time spent on the internet and social media were considered in addition to identifying participants’ competence levels. The findings demonstrated that the participants had a high level of TPACK model in general and also in the three dimensions except for merely the Ethics dimension in which they had a medium level of competence. Out of the variables, none of them was observed to have a significant effect in the TPACK model in a general, but gender and daily amount of time spent on the internet were observed to have a significant effect on the Design dimension. The analysis offers insights into pre-service teachers’ competence into technology use, content knowledge, pedagogical knowledge and their integration. The findings are expected to contribute to pre-service teacher training and the successful integration of technology into content knowledge for pedagogic purposes.