摘要：The aim of this study is to identify pre-service English teachers’ technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other technology-based models in that it incorporates content knowledge as well in addition to technological competences. The participants of this study are 182 pre-service English teachers studying at two state universities in Istanbul and Sakarya, Turkey. The data is collected through Technological Pedagogical Content Knowledge Scale (TPACK-Deep) developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt (2012). The data is analysed through SPSS and the variables grade, gender, daily amount of time spent on the internet and social media are considered in addition to identifying participants’ competence levels. The findings demonstrate that the participants have a high level of TPACK model in general and also in the three dimensions except for merely the Ethics dimension in which they have a medium level of competence. Out of the variables, none of them have a significant effect in the TPACK model in a general, but gender and daily amount of time spent on the internet are observed to have a significant effect on the Design dimension. The analysis offers insights into pre-service teachers’ competence into technology use, content knowledge, pedagogical knowledge and their integration. The findings of this study are expected to contribute to pre-service teacher training and the successful integration of technology into content knowledge for pedagogic purposes.
关键词：Technopedagogical content knowledge; TPACK; pre-service English teachers; technology; content
knowledge
