TPACK Level and Professional Development Strategies among Novice and Experienced EFL University Teachers: Insights from Indonesia
TPACK Level and Professional Development Strategies among Novice and Experienced EFL University Teachers: Insights from Indonesia

Summary/Abstract: Although the Technological Pedagogical Content Knowledge (TPACK) framework has been widely used to investigate teachers’ integration of technology, few studies have compared novice and experienced EFL university teachers in terms of their TPACK levels and professional development strategies. This study addresses this gap by employing a quantitative and qualitative approach that combined questionnaire and semi-structured interviews data from sixty-four participants, thirty-two novice and thirty-two experienced English as a Foreign Language (EFL) university teachers. Both descriptive and statistical analyses were performed on quantitative data. Thematic analysis was used to examine the qualitative data. The quantitative findings revealed that novice EFL university teachers demonstrated a high level of technological knowledge (TK), content knowledge (CK), and technological content knowledge (TCK) but only a moderate level in pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and TPACK. In contrast, experienced EFL university teachers reported a very high level of CK and PK, high PCK, TCK, TPK, and TPACK, and slightly stronger TK than their novice counterparts, suggesting that professional experience strengthens pedagogical and integrative knowledge. The qualitative findings revealed that both novice and experienced EFL university teachers actively engaged in similar informal, self-directed strategies, including watching instructional videos, utilizing social media, engaging in peer supervision, and engaging in books and articles. However, only experienced EFL university teachers participated in formal professional learning such as international conferences and institutional training, which provided them with broader professional exposure. These findings highlight the need for differentiated professional development, including mentoring and reflective practice for novices, as well as innovation-oriented training for experienced ones.

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