A SYSTEMATIC REVIEW OF TPACK RESEARCH ON ENGLISH LANGUAGE TEACHING
DOI:
https://doi.org/10.18316/rcd.v16i42.11716Palabras clave:
TPACK, technology integration, English Language Teaching (ELT), systematic reviewResumen
Developments in the field of educational technology have accelerated research on Technological Pedagogical and Content Knowledge (TPACK). As the number of the TPACK studies has been burgeoning, the need for a categorization study of the past research has emerged. Therefore, the objective of this systematic review study is to present a categorization table of TPACK studies in three main themes, namely, understanding TPACK, measuring TPACK and developing TPACK. In the study, the distribution of the articles in terms of the publishing year, country, methodology and the participants were aimed to investigate. For this purpose, 39 journal articles which were browsed in the Web of Science index and published between the years of 2013 and 2024 were examined. The results revealed that the number of the TPACK studies decreased from the year of 2021 on, the United States of America was the leading country with the most TPACK studies, quantitative design was the most preferred research design, and the majority of the studies were conducted with pre-service teachers for developing their TPACK level.
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Derechos de autor 2024 Esra Öztürk Çalik, İsmail Hakkı Mirici
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