<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442023000100187</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v47i1.51920</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Technological pedagogical content knowledge (TPACK) level and needs of pre-Service english as a foreign Language (EFL) Teachers: Evidence from Turkey]]></article-title>
<article-title xml:lang="es"><![CDATA[Nivel de conocimiento del contenido pedagógico tecnológico (TPACK) y necesidades de los profesores de Inglés como Lengua Extranjera (ILE) en pre-servicio: evidencia de Turquía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farhadi]]></surname>
<given-names><![CDATA[Sepide]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Öztürk]]></surname>
<given-names><![CDATA[Gökhan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Anadolu University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turquía</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Anadolu University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turquía</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>47</volume>
<numero>1</numero>
<fpage>187</fpage>
<lpage>203</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442023000100187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442023000100187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442023000100187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The current study investigated the Technological Pedagogical Content Knowledge (TPACK) level and needs of pre-service teachers through a convergent parallel design. The participants included 120 English as a Foreign Language (EFL) pre-service teachers, 79 females and 41 males, studying at a state university in Turkey. The TPACK-Deep scale developed by Kabakç&#305;-Yurdakul et al. (2012) served as the quantitative data collection instrument and an open-ended questionnaire was used to collect qualitative data on the opinion and needs of the participants. As for the analysis of quantitative data, the authors employed descriptive statistics. On the other hand, a thematic analysis was implemented for the qualitative data. The findings indicated that EFL pre-service teachers generally had a high level of TPACK proficiency. Moreover, the TPACK needs of student teachers were mainly related to technology-based problems (TK, TCK, and TPK) and access to technological tools. Finally, at the end of the article, further suggestions and implications are provided for prospective studies and scholars over the above-mentioned issues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio actual investigó el nivel de Conocimiento Tecnológico Pedagógico del Contenido (TPACK) y las necesidades de los futuros docentes a través de un diseño paralelo convergente. Los participantes incluyeron 120 futuros maestros de Inglés como Lengua Extranjera (ILE), 79 mujeres y 41 hombres, que estudiaban en diferentes grados en una universidad estatal en Turquía. La escala TPACK-Deep desarrollada por Kabakç&#305;-Yurdakul et al. (2012) con respecto a diferentes aspectos de TPACK sirvió como instrumento de recopilación de datos cuantitativos y se utilizó un cuestionario abierto para recopilar datos cualitativos sobre la opinión y las necesidades de los estudiantes de magisterio. En cuanto al análisis de los datos cuantitativos, se utilizó estadística descriptiva. Por otro lado, se implementó un análisis temático para los datos cualitativos. Los hallazgos indicaron que los futuros maestros de ILE generalmente tenían un alto nivel de competencia en TPACK. Además, las necesidades de TPACK de los estudiantes de magisterio estaban relacionadas principalmente con problemas basados &#8203;&#8203;en tecnología (TK, TCK y TPK) y el acceso a herramientas tecnológicas. Finalmente, al final del artículo, se brindan más sugerencias e implicaciones para estudios prospectivos y académicos sobre los temas mencionados anteriormente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Technological Pedagogical Content Knowledge]]></kwd>
<kwd lng="en"><![CDATA[TPACK]]></kwd>
<kwd lng="en"><![CDATA[Pre-Service EFL Teachers]]></kwd>
<kwd lng="en"><![CDATA[English as a Foreign Language]]></kwd>
<kwd lng="en"><![CDATA[Needs]]></kwd>
<kwd lng="en"><![CDATA[Technologies]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Tecnológico Pedagógico del Contenido]]></kwd>
<kwd lng="es"><![CDATA[TPACK]]></kwd>
<kwd lng="es"><![CDATA[Docentes de ILE en formación]]></kwd>
<kwd lng="es"><![CDATA[Inglés como Lengua Extranjera]]></kwd>
<kwd lng="es"><![CDATA[Necesidades]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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