Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Pre- Service English Teachers

This study aimed at describing the variables influencing pre-service efl teachers΄ technological pedagogical content knowledge (tpack). a descriptive correlational design was used to meet the objective of the study, therefore, 203 (82 male and 120 female) fourth-year student teachers at teacher education university were selected through convenience sampling method. a questionnaire including seven sections and 39 items, each of which measuring an aspect of tpack, was utilized. the sections of instrument were borrowed from those validated by sahin (2011) for evaluating content knowledge (ck), pedagogical knowledge (pk), pedagogical content knowledge (pck), and technological knowledge (tk), and by chai, et al. (2011) for measuring tk, technological pedagogical knowledge and tpack. path analysis and pearson correlation were used for inferential statistical analysis. results showed that there existed significant positive correlations between the tpack constructs. additionally, ck and pk, unlike tk, were found to have a direct impact on tpack. moreover, it was found that, among the measured variables, ck had the greatest total effect on tpack whereas that of pck was the minimum. therefore, the results of this study have implications for curriculum design, policy decisions and teacher education planning.