This research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 4 More
This research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 45 EFL learners by applying the TPACK model (Koehler & Mishra, 2006) and learning by doing (Hegelheimer & Chapelle, 2004). The data analyses showed statistically significant differences between the participants' perceptions regarding TPACK intervention in pre and post-workshop stages and positive augmentations of TPACK workshops on academic behavior of EFL teachers. Therefore, the study provides a novel viewpoint regarding the importance of the participants' perceptions in blending technology into English teaching practice and suggests the actual beliefs and perceptions of Iranian EFL teachers and learners towards incorporating technology into English language teaching and Computer-Assisted Language Learning (CALL) and teachers' academic behavior changes after implementation of online TPACK workshops as a professional development program.
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