PERCEIVED COMPETENCIES ON TPACK AMONG LANGUAGE TEACHERS IN EGYPT

Abstract

In the developing world, instructional technology possesses a unique allure of not just improving schools but also speeding up modernisation. Mere presence of technologies in schools will not suffice to motivate teachers to utilize them effectively in instruction since teachers’ attitudes, beliefs, and knowledge are more influential in the integration process.  Current study which aimed to investigate EFL teachers’ perceived competencies in terms of the technological pedagogical and content knowledge model (TPACK) within private education institutes in Egypt, is an integral part of a larger comprehensive study. Within this component of study, quantitative data was collected on an EFL-TPACK survey. Descriptive statistics were employed to understand these data. As anticipated, findings indicated that teachers’ ratings on their skills and knowledge were significantly high. However, they had some concerns about aspects of their CK, PK, and PK. Teachers also expressed their doubt of critically employing ICT in their language classrooms. This study contributes to new knowledge by exploring CALL in a region and a language learning stage where little is known. It also adds to the understanding of TPACK as a framework. The study could be a basis for a curriculum and/or a professional development strategy. The moderate sample size, and the unsettled measurability of the TPACK may limit the generalizability of the findings. Adopted common practices as well as the correlation of these perceptions and practices in classroom require investigation.