Naghmeh Nazari|Zohreh Nafissi|Masoomeh Estaji|S. Susan Marandi
Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development
Alzahra University|Islamic Azad University North Tehran Branch|University of Southern Mississippi|Alzahra University|Islamic Azad University North Tehran Branch|University of Southern Mississippi|Allameh Tabataba'i University|Alzahra University|Islamic Azad University North Tehran Branch|University of Southern Mississippi|Alzahra University|Islamic Azad University North Tehran Branch|University of Southern Mississippi
technological pedagogical content knowledge tpack framework provides number opportunities conducting research teacher education teacher professional development teachers use technologyby applying tpack framework mixed methods study aimed examine novice experienced efl teachers differences perceived tpack influences professional developmentto end quantitative phase sample 427 efl teachers male female different teaching experiences selected various english language institutes tehranin qualitative phase 16 efl teachers selected structured interviewthe quantitative results indicated experienced teachers significantly higher scores terms pedagogical knowledge pedagogical content knowledge subscalesin contrast novice teachers significantly higher scores considering