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Iraqi Kurdish Pre-service Teachers and Teacher Educators’ Perceptions on Technological Pedagogical Knowledge and Professional Identity Development
Open accessAbstract
This study intended to investigate pre-service teachers' and teacher educators' perceptions of technological pedagogical knowledge and professional identity development. The research was conducted with 152 English Language Teaching (ELT) pre-service teachers and 73 teacher educators from various universities in Iraqi Kurdistan. Using a mixed-method, the data for this study was collected through semi-structured interviews as well as a Technology, Pedagogy, and Content Knowledge survey questionnaire. Thematic analysis and SPSS 24 were employed for analyzing the interview responses and survey data, respectively. From this data, both pre-service teachers and teacher educators perceived a high rate of proficiency in their pedagogical content knowledge as well as familiarity with simple traditional technologies, while they lacked some knowledge of professional technologies. Participants also mostly agreed that pedagogical technologies are effective and affect their professional identity development. However, there were a few participants who believed these technologies were not more effective for their teaching practice and professional identity development. The implications of the study are stated, and some suggestions for further studies in this regard are provided.
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“Empirical evidence shows that higher levels of TPACK associate with stronger PI (Golzar et al., 2023; Mohammadkarimi, 2023; Su, 2023).”
From 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 (2026) · cites this paper as Mohammadkarimi, 2023
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Bai, X., & Hsieh, T.-S. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1834827
“Empirical evidence shows that higher levels of TPACK associate with stronger PI (Golzar et al., 2023; Mohammadkarimi, 2023; Su, 2023).”
Metadata
- Authors
- Mohammadkarimi, E.
- Affiliations
- University of Raparin (IQ)
- Corresponding author
- Mohammadkarimi, Ebrahim
- Venue
- Australian Journal of Teacher Education
- Publisher
- Edith Cowan University
- Published
- 2023-01-01
- Volume
- 48
- Issue
- 1
- ISSN
- 0313-5373 (ISSN-L)
- 1835-517X
- OpenAlex
- W4385896401
- Cited by
- 2
- References
- 37
- Citations by year
- 2026: 2
- FWCI
- 1.48
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- The Australian journal of teacher education (publishedVersion)
- Australasian Journal of Paramedicine (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Educational Methods and Teacher Development
- Keywords
- technological pedagogical content knowledge, professional identity formation, pre-service teachers, teacher educators, English language teaching, pedagogical technologies, teacher perceptions, Iraqi Kurdistan
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- Mohammadkarimi, E. (2023). Iraqi Kurdish Pre-service Teachers and Teacher Educators’ Perceptions on Technological Pedagogical Knowledge and Professional Identity Development. Australian Journal of Teacher Education. https://doi.org/10.14221/1835-517x.5715
