Al Masri, B., & Meyer, O. (2023). Language learning futures: Evaluating the development of pre-service teachers’ TPACK competencies in English as a foreign language. In M. Meier, G. Greefrath, M. Hammann, R. Wodzinski & K. Ziepprecht (Eds.), Lehr-lern-labore und digitalisierung (pp. 107-119). Springer. https://link.springer.com/chapter/10.1007/978-3-658-40109-2_8

Abstract:

“The Master’s level seminar ‘Language Learning Futures’ was designed as a teaching and language learning lab within the Teaching English as a Foreign Language strand of teacher education. An initial interventional training with an authoring software provided students with competencies required to design digital learning environments. The focus was on the development of interactive digital textbooks with engaging tasks and authentic teaching and learning experiences which were tested in the EFL classroom at partner schools. The lessons were also filmed and analyzed from various educational and didactic perspectives. The purpose of this study was to investigate EFL pre-service teachers’ perceived TPACK competencies before and after their participation in the language learning lab. A quasi-experimental pretest-posttest design was used to evaluate the development of the perceived TPACK competencies. A specific EFL-TPACK survey served as an instrument to measure this set of integrated competencies. The quantitative results indicated that all related knowledge domains of the TPACK Framework increased in the pre post measurements and revealed that the interventional course design enhanced various perceived digital competencies. The results also suggest that if technology knowledge is addressed in an integrated approach with pedagogical and content knowledge pre-service perceive a development of all TPACK competencies.”