An Investigation of TPACK within ICT Integration: The Case of Non-certified English Teachers

This research delves into the utilization of information and communication technology (UICT) by non-certified English teachers within the context of teaching, employing the technological pedagogical and content knowledge (TPACK) framework. The primary objective is to elucidate the intricate interplay among the various components of TPACK and their predictive roles in the application of UICT, as perceived by non-certified English teachers during their teaching endeavors. To comprehensively address these dynamics, a survey approach was adopted, enlisting the participation of 20 educators. By employing both questionnaires, the study navigated the landscape of non-certified English teachers' beliefs and practices. Through the lens of statistical tools, the data was meticulously analyzed, revealing the depth of these educators' knowledge within the diverse TPACK domains. Notably, the outcomes of the TPACK survey underscore the efficacy of their applied knowledge. The teachers showcased an adept command across all TPACK domains, positioning them as experts in their pedagogical craft. Specifically, the mean scores highlight their highest proficiency in technological knowledge (TK) with a score of 4.28, closely followed by content knowledge (CK) at 4.26. While all facets of TPACK exhibit commendable scores at 4.10, it is noteworthy that pedagogical content knowledge (PCK) and technological pedagogical knowledge (TPK) display a relatively lower mean score of 4.11. These findings collectively shed light on the nuanced relationships within the TPACK framework and their implications for effective UICT integration within the teaching practices of non-certified English educators.