Teachers’ TPACK Competency Developed and Observed in EFL Classrooms: The Impact of TPACK-in-Action Workshops

Abstract

The purpose of the study is to investigate how the TPACK-in-Action teacher education intervention that advocates the learning-by-doing approach contributes to the development of teachers' TPACK competency and how the competencies were adopted into classroom teaching. Participants are 24 elementary English teachers in Taiwan. Adopting a case study approach situated in a mixed methods design, both qualitative and quantitative data were collected to answer the research questions through four major sources, including surveys, observations, interviews, and reflections. It was found that the TPACK-in-Action workshops had a strong and positive impact on development of teachers' TPACK competency and that TPACK competencies were observed in teachers' teaching. Findings indicated that observation contributed to a more in-depth understanding of TPACK competency. It also has theoretical and pedagogical implications for CALL teacher education.