Developing EFL Teachers' Technological Pedagogical Knowledge Through Practices in Virtual Platform.

Area of Science:

• Education
• Information and Communication Technology (ICT)
• Teacher Professional Development

Background:

• The rise of ICT and online learning necessitates educators adapting to virtual teaching environments.
• Effective integration of technology in education hinges on educators' understanding of Technological Pedagogical Content Knowledge (TPACK).
• Rapid advancements in instructional technology impact learning environments, making teacher development crucial.

Purpose of the Study:

• To review the role of virtual practice in developing EFL teachers' TPACK.
• To analyze how virtual platforms can support the integration of ICT in educational tasks.
• To provide implications for EFL educational stakeholders regarding virtual TPACK development.

Main Methods:

• This study is a review of existing literature and practices.
• It focuses on the application and assessment of ICT in virtual educational settings.
• The review specifically examines the development of TPACK among EFL teachers.

Main Results:

• Virtual practice environments offer a platform for EFL teachers to enhance their TPACK.
• Effective integration of ICT in virtual settings is crucial for successful online teaching.
• The study highlights the importance of practical experience in virtual settings for TPACK growth.

Conclusions:

• Virtual practice is a key component in the professional development of EFL teachers' TPACK.
• Educational stakeholders should prioritize virtual platforms to foster technology integration skills.
• Further research and implementation are needed to optimize virtual learning environments for teacher training.