Coping with teacher professional identity tensions: using TPACK during global crisis time

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Examining TPACK Among K-12 Online Distance Educators in the United States

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Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses

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Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

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Emotions and English Language Teaching

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A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching

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Mitigating the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers’ education

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A conceptual framework to understand language teacher identities

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Teacher Identity and Early Career Resilience: Exploring the Links

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Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development

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Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan

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Understanding decision making in teachers’ curriculum design approaches

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Impact of early career teachers' professional identity tensions

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Teacher agency within the Finnish CLIL context: tensions and resources

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INVESTIGATING ENGLISH LANGUAGE TEACHERS IN DEVELOPING TPACK AND MULTIMODAL LITERACY

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Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework

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“It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework

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The impact of student teaching experience on pre-service teachers’ readiness for technology integration: A mixed methods study with growth curve modeling

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Covidentity: examining transitions in teacher identity construction from personal to online classes

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Teacher identity formation through classroom practices in the post-method era: A systematic review

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Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability

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Online teaching experiences in higher education institutions of Afghanistan during the COVID-19 outbreak: Challenges and opportunities

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Technology Integration and High Possibility Classrooms

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Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice

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Analyzing Contextual Levels and Applications of Technological Pedagogical Content Knowledge (TPACK) in English as a Second Language Subject Area: A Systematic Literature Review

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Distance learning during COVID-19 in Afghanistan: Challenges and opportunities

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Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye

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AFGHAN STUDENTS’ SATISFACTION FROM ONLINE LEARNING DURING COVID-19 AT KANDAHAR UNIVERSITY, KANDAHAR, AFGHANISTAN

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Five beginning teachers' reflections on enacting New Zealand's national standards

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Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions

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Challenges of second language teachers’ professional identity construction: Voices from Afghanistan

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English as a Foreign Language Teachers' TPACK: Emerging Research and Opportunities

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An Empirical Study on College English Teacher’s TPACK: Theory and Application

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Exploring English Teachers’ TPACK Level and the Impacts on Strategies of Assessment Practices

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A Contrastive Analysis of Pre-Service and In-Service EFL Teachers’ Levels of Technological, Pedagogical, and Content Knowledge

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‘I think that I am fossilized’

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Exploring candidate interaction with a high stakes teacher performance assessment: The KPTP and the Kansas laboratory

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AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy

Bai, X., & Hsieh, T.-S. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1834827

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Reconsidering Scholarship

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