Innovative approaches to professional development: Exploring the interplay between Technological Pedagogical Content Knowledge (TPACK), teachers’ motivation, engagement, and teachers’ professional development

• Autores: Shuhan Liu, Aynur Kesen Mutlu
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 13, 2025 (Ejemplar dedicado a: Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts), págs. 409-427
• Idioma: inglés
• DOI: 10.30827/portalin.viXIII.32430
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This study aimed to explore the relationship between teachers’ technological pedagogical content knowledge (TPCK), teaching English (TEE) motivation, TEE engagement strategies, and professional development. A total of 415 valid questionnaires were collected from teachers across China, with a majority from Shaanxi Province. The data was gathered through a survey conducted online over a two-week period, with the questionnaire being translated and back-translated to ensure linguistic accuracy. Statistical analyses were performed using SPSS (version 27) and AMOS (version 24), including descriptive statistics, correlation, regression, and structural equation modeling (SEM). The findings revealed that teachers with higher levels of TPCK were more likely to exhibit increased motivation for teaching English and adopt more effective engagement strategies, which contributed to their professional development. TPCK was also found to act as a mediator between TEE motivation and TEE engagement strategies, highlighting the role of TPCK in enhancing teachers’ professional growth by improving their teaching practices. These results suggest that strengthening TPCK can positively influence both teacher motivation and engagement, leading to more effective teaching and professional advancement.

• Referencias bibliográficas
  • Ateş, H., & Köroğlu, M. (2024). Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement....
  • Aydin Yildiz, T. (2024). The relationship between TPACK and self-efficacy of the English teachers of gifted students in science and art centres:...
  • Azhar, I. N. K., & Hashim, H. (2022). Level of ESL teachers’ technological pedagogical content knowledge (TPACK) skill and attitude towards...
  • Bullard, M. B., Rutledge, C. D., & Kohler-Evans, P. (2017). Using the stages of concern questionnaire to ensure professional development...
  • Dai, K., & Wang, Y. L. (2024). Enjoyable, anxious, or bored: Investigating Chinese EFL learners’ classroom emotions and their engagement...
  • Derakhshan, A. (2025). EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their...
  • Derakhshan, A., & Fathi, J. (2024a). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The mediating...
  • Derakhshan, A., & Fathi, J. (2024b). Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating...
  • Derakhshan, A., Teo, T., & Khazaie, S. (2024). Is game-based language learning general or specific-oriented? Exploring the applicability...
  • Derakhshan, A., Teo, T., Saeedy Robat, E., Janebi Enayat, M., & Jahanbakhsh, A. A. (2024). Robot-assisted language learning: A Meta-analysis....
  • Derakhshan, A., & Zhang, L. J. (2024). Applications of psycho-emotional traits in technology-based Language Education (TBLE): An introduction...
  • Gao, Q., Zhang, S., Cai, Z., Liu, K., Hui, N., & Tong, M. (2022). Understanding student teachers’ collaborative problem-solving competency:...
  • Gao, Y., Wang, Q., & Wang, X. (2024). Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models...
  • Gao, Y., Wang, X., & Reynolds, B. L. (2025). The mediating roles of resilience and flow in linking basic psychological needs to tertiary...
  • Guo, Y., & Wang, Y. (2024). Exploring the effects of artificial intelligence application on EFL students' academic engagement and...
  • Jin, F., Song, Z., Cheung, W. M., Lin, C.-H., & Liu, T. (2024). Technological affordances in teachers' online professional learning...
  • Johnson-Smith, T. R. (2014). Student engagement and academic achievement in technology enhanced and traditional classroom environments (Unpublished...
  • https://digitalcommons.liberty.edu/doctoral/889
  • Joldanova, D., Tleuzhanova, G., Kitibayeva, A., Smanova, G., & Mirza, N. (2022). Formation of TPACK and acmeological competency of future...
  • Kholid, M. N., Hendriyanto, A., Sahara, S., Muhaimin, L. H., Juandi, D., Sujadi, I., Kuncoro, K. S., & Adnan, M. (2023). A systematic...
  • Huang, F., Wang, Y., & Zhang, H. (2024). Modeling generative AI acceptance, perceived teachers’ enthusiasm, and self-efficacy to English...
  • Lan, Y. (2024). Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced...
  • Leibovitch, Y. M., Beencke, A., Ellerton, P. J., McBrien, C., Robinson-Taylor, C.-L., & Brown, D. J. (2025). Teachers’ (evolving) beliefs...
  • Li, Y., & Wang, X. (2024). The emergence of loving pedagogy in the L2 affective domain: How affective pedagogy accounts for Chinese EFL...
  • Liang, J.-C., Chai, C. S., Koh, J. H. L., Yang, C.-J., & Tsai, C.-C. (2013). Surveying in-service preschool teachers’ technological pedagogical...
  • Ma, D., & Wang, Y. (2024). Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity:...
  • Mohammadi, G. (2024). Teachers’ CALL professional development in synchronous, asynchronous, and bichronous online learning through project-oriented...
  • Qi, S., & Derakhshan, A. (2025). Technology-based collaborative learning: EFL learners’ social regulation and modifications in their academic...
  • Qu, J., & Wang, Y. L. (2024). Modelling the interaction between EFL teachers’ personality traits, emotion-regulation strategies, and teachers’...
  • Su, F., Zou, D., & Wang, L. (2023). Learning-by-doing in a professional learning community: Technological pedagogical and content knowledge...
  • Sui, C.-J., Yen, M.-H., & Chang, C.-Y. (2024). Investigating effects of perceived technology-enhanced environment on self-regulated learning....
  • Tan, X., Cheng, G., & Ling, M. H. (2024). Artificial intelligence in teaching and teacher professional development: A systematic review....
  • Wang, Q., Sun, F., Wang, X., & Gao, Y. (2023). Exploring undergraduate students’ digital multitasking in class: An empirical study in...
  • Wang, Y. L. & Xue, L. N. (2024). Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study....
  • Wu, H., Wang, Y., & Wang, Y. (2024). “To use or not to use?” A mixed-methods study on the determinants of EFL college learners’ behavioral...
  • Xin, Z., & Derakhshan, A. (2025). From excitement to anxiety: Exploring EFL learners’ emotional experiences in the AI-powered classrooms....
  • Yildiz, E., & Arpaci, I. (2024). Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological...
  • Yim, I. H. Y. (2024). Artificial intelligence literacy in primary education: An arts-based approach to overcoming age and gender barriers....
  • Zeng, Y., Wang, Y., & Li, S. (2022). The relationship between teachers' information technology integration self-efficacy and TPACK:...
  • FUNDING INFORMATION
  • General Project of the “14th Five-Year Plan” for Education Science in Shaanxi Province in 2024 (Grant Numbers: SGH24Y2792, SGH24Y2782); 2024...