Assessing EFL Teachers’ Self-Efficacy Regarding Technological Pedagogical Content Knowledge at Chinese Universities

Abstract

The in-depth integration of information technology and education implies the fundamental pursuit of education informatization. To this end, assessing teachers’ self-efficacy regarding technological pedagogical content knowledge (TPACK) assists in unlocking the complexity and tacit nature of TPACK. Relevant studies are relatively rare in the English as a Foreign Language (EFL) field compared with studies in other areas. The assessment of 264 EFL teachers at Chinese universities and the exploration of their TPACK revealed significant differences in these teachers’ self-efficacy in terms of their teaching experience and educational background. Additionally, they did not rate highly in the specific constructs of TPACK. It is suggested that in-service EFL teachers broaden their horizons and perceive technological breakthroughs more scientifically and holistically. More opportunities need to be created to support EFL teachers’ application of technology to actualize the integration of information technology and teaching practices. EFL teachers’ demographic characteristics need to be considered to design appropriate teacher training programs. Peer support and teaching communities can also be enhanced to improve teachers’ self-efficacy concerning TPACK.