Innovative Strategies for TPACK Development in Pre-Service English Teacher Education in the 21st Century: A Systematic Review

Authors

  • Ling Ye

    1. Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia; 2. 

    School of Foreign Languages, Hubei Engineering University, Xiaogan 432000, China
  • Hanita Hanim Ismail

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Azlina Abdul Aziz

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v6i6.7308
Received: 17 September 2024 | Revised: 28 September 2024 | Accepted: 29 September 2024 | Published Online: 7 December 2024

Abstract

In today’s rapidly evolving educational landscape, integrating technology into language instruction is crucial for preparing pre-service English teachers to meet 21st-century learning demands. This systematic review explores the development of Technological Pedagogical Content Knowledge (TPACK) in pre-service English teacher education, emphasizing its role in enhancing teaching competence and promoting sustainable practices. Following PRISMA guidelines, studies were sourced from five major databases: Web of Science, Scopus, ERIC, ScienceDirect, and ProQuest, covering literature published from 2015 to 2024. The screening process involved predefined inclusion and exclusion criteria, including timeline, literature type, peer review, and language. After comprehensive screening, 27 empirical studies were included in the meta-analysis and thematically analyzed using NVivo 12 software. The review evaluates traditional and emerging TPACK development methods, focusing on instructional design frameworks like the ADDIE model and advanced digital tools. Findings highlight the increasing significance of AI-driven technologies and digital tools for content creation, learning management, and collaboration, essential components of modern learning environments. Nonetheless, challenges persist, including limited technical skills, resource shortages, and inadequate training. The study also acknowledges limitations related to the time frame, literature type, language restrictions, and database choices, which may affect generalizability. The review advocates for focused professional development and stronger integration of emerging technologies, particularly AI. It suggests creating tailored theoretical models for pre-service English teachers to align TPACK with global educational standards. Future research should examine how these technologies can enhance TPACK integration in teacher education programs, supporting the development of 21st-century learning in a digital landscape.

Keywords:

Technological Pedagogical Content Knowledge (TPACK); Pre-Service English Teacher Education; Professional Development; 21st-Century Learning; Systematic Review

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How to Cite

Ye, L., Ismail, H. H., & Aziz, A. A. (2024). Innovative Strategies for TPACK Development in Pre-Service English Teacher Education in the 21st Century: A Systematic Review. Forum for Linguistic Studies, 6(6), 274–294. https://doi.org/10.30564/fls.v6i6.7308

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Vol. 6 , Iss. 6 (December 2024)

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Review

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.