In-Service EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) and their Continuing Professional Development (CPD)

This qualitative study examines how in-service Iranian EFL teachers’ Technological Pedagogical Content Knowledge (TPACK) is connected to their involvement in Continuing Professional Development (CPD), with an attention to the role of institutional support. Fifteen teachers from universities and language institutes in Kurdistan Province took part because the study aimed for detailed, context-based ideas. The researcher used semi-structured interviews and reflective journals to gather information, and the researcher used thematic analysis to study the information and find repeated patterns. The findings show five connected themes: the slow growth of TPACK through experience and reflection, the central role of institutional support which helps teachers take part in CPD, the emotional and psychological sides of professional growth, the value of working with peers, and the effect of contextual barriers and structural limits on teachers’ work. The study shows that teachers are motivated and strong, yet weak institutional support and limited resources often stop teachers from fully using their TPACK. The findings show the need for CPD programs which are supportive, cooperative, and suitable for the local context, and which deal with both cognitive and emotional sides of teacher growth.

کلیدواژه ها:

digital pedagogy ، teacher learning ، professional identity ، institutional culture ، reflective practice