The Use of Technological Pedagogical Content Knowledge in Turkish Language Courses: Teachers’ Perspectives

Abstract

The current educational paradigm requires teachers to go beyond being mere transmitters of knowledge and instead become educational leaders who structure learning processes, uncover students’ individual competencies, and support their holistic development. In this context, teachers are expected not only to possess content knowledge, pedagogical knowledge, and technological knowledge, but also to integrate and harmonize these three domains within teaching and learning processes. This study aims to determine Turkish language teachers’ views regarding their technological pedagogical content knowledge (TPACK). The study was designed in the phenomenological design of qualitative research. The participants consisted of 27 Turkish language teachers working in the province of Düzce. Data were collected using a semi-structured interview form developed based on the TPACK model. The analysis revealed that, despite the influence of traditional educational perspectives, Turkish language teachers strive to implement student-centered approaches; they believe they possess strong content knowledge; and, in terms of technopedagogical competence, they reported using technology more frequently for lesson planning, applying student-centered methods, and selecting instructional strategies. However, it was observed that the technological tools employed were mostly geared toward passive consumption, while tools that promote active participation and creativity were used only to a limited extent. Additionally, although technology integration in Turkish language lessons was found to enhance comprehension skills, it remained inadequate for fostering production- and interaction-based skills. Overall, the findings suggest that Turkish language teachers’ TPACK competencies are limited.