Developing Technological Pedagogical Content Knowledge (TPACK) through Technology-Enhanced Content and Language-Integrated Learning (T-CLIL) Instruction

摘要

The emergence of innovative technologies and their increased integration in education, especially after the COVID-19 pandemic, has popularized the concept of technological pedagogical content knowledge (TPACK) in the educational field. The aim of this study is to determine whether technology-enhanced content and language-integrated learning (T-CLIL) instruction, which involves integrating technology into the CLIL approach that simultaneously focuses on non-language-related educational content and the target language, can improve the TPACK of preservice English teachers in tertiary education in Thailand. The development of their TPACK was monitored through four subjective tests that were employed at predetermined intervals across the experimental program. Quantitative data obtained from these tests were analyzed using descriptive statistics (mean scores, standard deviations, and percentages), as well as inferential statistics (using a repeated-measures analysis of variance in SPSS). The findings demonstrated that T-CLIL instruction enhances the TPACK of preservice teachers as indicated by the consistent increase in the mean scores for all seven TPACK elements across the four separate time intervals.