From Beliefs to Practice: Differential Impacts of Internet-Specific Epistemic Beliefs on EFL Teachers’ TPACK
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This quantitative study examined how Internet-Specific Epistemic Beliefs (ISEB) influence secondary EFL teachers' Technological Pedagogical Content Knowledge (TPACK), and whether this relationship differs between pre-service (n=52) and in-service (n=54) teachers. Among TPACK components, only PCK was significantly higher for in-service teachers (p=.008), while ISEB showed marginal group differences (p=.050). Moderated regression analysis revealed that while ISEB predicted TPACK in both groups, the effect was 62% stronger for in-service teachers (β=.805 vs. β=1.305, p=.041). These findings indicate that sophisticated digital epistemic beliefs enhance TPACK development, but this effect is amplified when combined with practice-based PCK. Results underscore the need for career stage-differentiated teacher education: integrating PCK development with digital tools for pre-service teachers, and leveraging existing expertise with emerging technologies for in-service teachers. This study provides foundations for designing effective professional development in the digital age.
Abstract
This quantitative study examined how Internet-Specific Epistemic Beliefs (ISEB) influence secondary EFL teachers' Technological Pedagogical Content Knowledge (TPACK), and whether this relationship differs between pre-service (n=52) and in-service (n=54) teachers. Among TPACK components, only PCK was significantly higher for in-service teachers (p=.008), while ISEB showed marginal group differences (p=.050). Moderated regression analysis revealed that while ISEB predicted TPACK in both groups, the effect was 62% stronger for in-service teachers (β=.805 vs. β=1.305, p=.041). These findings indicate that sophisticated digital epistemic beliefs enhance TPACK development, but this effect is amplified when combined with practice-based PCK. Results underscore the need for career stage-differentiated teacher education: integrating PCK development with digital tools for pre-service teachers, and leveraging existing expertise with emerging technologies for in-service teachers. This study provides foundations for designing effective professional development in the digital age.