Fostering Discipline-Specific TPACK Development: A Comparative Study of English Language and Early Childhood Pre-Service Teachers

Abstract

This study examines, from an interdisciplinary perspective, the Technological Pedagogical Content Knowledge (TPACK) development of 32 teacher candidates enrolled in English Language Education (PSELTs) and Early Childhood Education (PSECTs) programs during a 14-week technology-based micro-teaching process. Employing a mixed-methods design, quantitative data were collected through pre- and post-tests and analyzed using t-tests and MANOVA, while qualitative data were obtained via semi-structured interviews. The findings indicate that both groups improved their TPACK levels, with PSELTs demonstrating notably greater gains in TPK and TPACK dimensions. Qualitative results show that PSELTs employed animations and interactive games more flexibly, creatively, and in a student-centered manner aligned with pedagogical objectives. In contrast, PSECTs initially experienced anxiety and perceived inadequacies in using technology but progressed to more advanced applications as they developed foundational skills.