Understanding Teachers’ Knowledge and Skills via Technological Pedagogical and Content Knowledge Framework

Abstract

This qualitative study aimed to understand English as Foreign Language (EFL) teachers’ knowledge and skills concerning integration of Information and Communication Technology (ICT) into classroom teaching practices at a private university in Vietnam. Technological Pedagogical and Content Knowledge (TPACK) framework was used to guide research design, data collection and data analysis. Findings show that participants vary significantly in terms of knowledge and skills needed by EFL teachers. The study suggests that to support meaningful integration, EFL teachers need to develop three key knowledge types: technology, pedagogy and content, and skills to combine these types of knowledge.