Mapping TPACK Competence Among Pre-Service English Teachers in EFL Classrooms

Abstract

The integration of digital technology in education has transformed the way English as a Foreign Language (EFL) is taught and learned. In contemporary classrooms, teachers are expected not only to master subject content and pedagogy but also to integrate technology effectively into instructional practices. This expectation has become increasingly important for pre-service English teachers who are preparing to teach in technology-enhanced learning environments. Technological Pedagogical Content Knowledge (TPACK) provides a useful framework for understanding the knowledge and competencies teachers need to integrate technology into teaching meaningfully. This article discusses the concept of TPACK and maps the competence of pre-service English teachers in EFL classrooms. It explores the dimensions of TPACK, challenges faced by pre-service teachers, factors influencing their competence, and strategies for improving TPACK development in teacher education programs. The discussion highlights the importance of strengthening technological, pedagogical, and content knowledge simultaneously to prepare future English teachers for the demands of 21st-century education.