Factors Influencing EFL Teachers' TPACK in Higher Education in Guizhou, China
DOI:
https://doi.org/10.47750/pegegog.15.02.05Keywords:
EFL-TPACK, influencing factors, higher education, thematic analysis, teacher developmentAbstract
This study explores the factors influencing English as a Foreign Language (EFL) teachers' Technological Pedagogical and Content Knowledge (TPACK) in higher education institutions in Guizhou, China, where teachers face challenges in integrating technology despite limited engagement in professional development. Six EFL teachers with varying TPACK levels were selected for qualitative semi-structured interviews. Braun and Clarke's six-step thematic analysis method was employed to analyze the data, identifying key factors influencing TPACK development. Five themes emerged: social environment, personal literacy, teaching practice, professional development, and motivation. The social environment, including university management systems and national policies, significantly impacts TPACK. Teachers' personal literacy, particularly English proficiency, and self-efficacy, also influences TPACK growth. Effective teaching practice and continuous professional development were essential in enhancing TPACK. Motivation played a critical role in teachers' engagement with technological integration. While this study offers valuable insights into the factors influencing EFL-TPACK, the findings are based on a small sample from a specific region, limiting generalizability. Future research should include larger samples across different regions to validate the findings. The study highlights the need for targeted professional development tailored to EFL teachers, emphasizing the integration of technology, pedagogy, and content knowledge. Educational institutions should also foster a supportive social environment and encourage teachers' intrinsic motivation to enhance their TPACK. This study provides an in-depth analysis of the multifaceted factors shaping EFL teachers' TPACK, contributing to the growing literature on educational technology in higher education. Identifying key themes offers practical recommendations for improving teacher training and institutional support to enhance technology integration in EFL teaching.
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