Development of TPACK among Pre-Service EFL Teachers: Cooperative Learning Readiness
TL;DR
The results indicated that cooperative readiness is a significant predictor of TPACK, explaining a substantial share of its variance, while practically suggesting that teacher education programs should extend beyond standalone technology courses and deliberately design collaborative learning experiences to effectively prepare pre-service teachers for the demands of technology-integrated language instruction.
Abstract
Effective technology integration in English as a Foreign Language (EFL) instruction requires pre-service teachers to develop robust Technological Pedagogical Content Knowledge (TPACK) frameworks to incorporate technology in EFL instruction. However, effectively improving this integrative knowledge poses a persistent challenge in pre-service teacher education, particularly in resource-limited settings. The present study sought to evaluate the role of cooperative readiness, which is considered as the preparedness to cooperate and adapt within a group in progressing TPACK among Iranian pre-service EFL teachers enrolled in final-year programs at three public teacher training institutions in Tehran. In this explanatory sequential mixed-methods study, the quantitative phase included 120 pre-service teachers who completed validated scales evaluating TPACK and cooperative readiness. The results indicated that cooperative readiness is a significant predictor of TPACK, explaining a substantial share of its variance. The qualitative phase including semi-structured interviews with 15 participants provided deeper insights into this relationship. Thematic analysis identified three key mechanisms through which collaboration fosters the development of TPACK by facilitating the dialogic co-construction of integrative knowledge through peer negotiation and reflection, alleviating technological anxiety and creating a supportive environment for experimentation, and adapting theoretical knowledge to real-world classroom constraints by serving as a bridge. Empirically, the findings indicated the synergistic relationship between collaborative competence and technological-pedagogical expertise, while practically suggesting that teacher education programs should extend beyond standalone technology courses and deliberately design collaborative learning experiences to effectively prepare pre-service teachers for the demands of technology-integrated language instruction.