Teachers’ Perspectives of and Experience With Tpack in Esp Classrooms Publisher



Khanahmadi A¹
Source: TechTrends Published:2025

Abstract

Technological Pedagogical Content Knowledge (TPACK) is a teacher knowledge construct in connection with integrating technology into teaching. The present study was designed to examine ESP teachers’ perceptions of their knowledge and skills with regard to the integration of ICT in their instructional practices. Therefore, a descriptive study using a qualitative approach was conducted. Data were collected from semi-structured interviews with twenty-five ESP teachers who participated in the study. Each interview took from 20 to 30 min. Data were transcribed and coded based on the TPACK framework. Themes were categorized based on TK, TCK, TPK, TPACK, online teaching platform use, online ESP teaching challenges, as well as the advantages and disadvantages of online ESP teaching. The findings showed that some ESP teachers found it difficult to effectively integrate TPACK into a meaningful framework that could enable them to design their own technology-based mediation. Additionally, the results revealed that the factor of age is significantly effective in perceiving TPACK and integrating ICT into classroom practice. Implications are suggested for professional training courses to be held in connection with technology-based knowledge in instruction. © Association for Educational Communications & Technology 2025.