An Exploration Of The Knowledge Possessed By Exemplary EFL College Teachers Based On Technological Pedagogical Content Knowledge Model

Mishra and Koehler (2005), by extending the Pedagogical Content Knowledge (PCK) proposed by Shulman (1986), proposed the Technological Pedagogical Content Knowledge (TPACK) to integrate technology into the teacher knowledge system. The framework supports not only the effective guidance of teaching with technology but also the assessment of teaching with technology.This study, guided by the TPACK model and the definition for each component given by Cox (2008), explored the knowledge embedded in EFL college teacher and the relationship between Content Knowledge (CK), Pedagogical Knowledge (PK), and Technology (TK) in teaching practice through intensive data collected from observation and interview.The study shows that experienced EFL teachers not only possess rich CK, PK, TK, but also integrate and coordinate them to form TPACK to guide teaching with technology; however, the relationships between CK, PK, and TK are not balanced positioned in teaching. CK, as a foundation, determines the application of PK and TK, while PK, as a bridge, facilitates the conveyance of CK and TK, as an exhibition tool, enhances the expression of CK. The study suggests that EFL teachers should enrich their CK, PK, and TK, but more importantly, they should improve their ability of to integrateing and coordinateting CK, PK, and TK in teaching with technology. Specifically, they should first take CK into account, then based on it, consider the application of PK, and finally think about how to use TK in their teaching.