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What is Preservice Teachers about?

This study investigates the perceived development of Technological Pedagogical Content Knowledge (TPACK) among preservice English language teachers across their sophomore, junior, and senior years. It identifies a nonlinear pattern of TPACK development, challenging the assumption of a linear progression in teacher education programs. The findings aim to inform teacher educators and policymakers about the effectiveness of ICT integration in teacher training curricula.

Author

IRA IASHA

Language

EN