Tracing preservice English language teachers’ perceived TPACK in sophomore, junior, and senior levels

摘要

Many teacher education institutes (TEI) are expected to provide preservice teachers (PTs) with the necessary knowledge, skills, and attitudes to teach with information and communication technology (ICT). To address this challenge, many TEIs have included introductory ICT courses in their curriculum to develop technological knowledge and skills. Although several existing studies have focused on detecting whether a course or a short-term training program can make an improvement on PTs’ TPACK, none of the existing studies have attempted to investigate in a longitudinal process whether PTs’ perceived development of TPACK skills follow an increasing linear pattern through years as planned in four-year-long teacher education programs, especially in ELT. This study therefore intends to address this gap in the literature. Based on TPACK survey with open-ended questions, results of the study indicated a nonlinear pattern of TPACK development over time. In line with these findings, suggestions for teacher educators, policy-makers, and future research were made.