Rana Najjari; Gholam-Reza Abbasian; Massood Yazdanimoghaddam
Abstract
This research aimed to study the impact of “Technological Pedagogical Content Knowledge” (TPACK) workshops on Iranian EFL teachers’ and their TPACK progress after ...
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This research aimed to study the impact of “Technological Pedagogical Content Knowledge” (TPACK) workshops on Iranian EFL teachers’ and their TPACK progress after implementation of workshops. TPACK workshops were implemented by using TPACK framework (Koehler & Mishra, 2006) and “learning by doing” method (Hegelheimer & Chapelle, 2004) to investigate in what manner English teachers expand TPACK skills and use it in instruction. 15 EFL teachers who attended this quasi-experimental research design were the participants of this study who attempted two separate TPACK literacy, implementation and perceptions questionnaires. Findings resulted in positive contribution to the target teachers after TPACK workshop implementation. Moreover, it was observed that participants’ perceptions towards TPACK literacy developed in the light of TPACK workshops. Thereby, the study suggested a new perspective and provides empirical evidence in favor of integrating technological knowledge and Computer-Assisted Language Learning (CALL) in EFL education. Also, certain theoretical and pedagogical recommendations for future research and practice are provided.
