TPACK Integration in ESP Teacher Development: Comparing Novice and Experienced Teachers in Pakistan

Abstract

This study investigates the Technological Pedagogical Content Knowledge (TPACK) competencies among novice and experienced English for Specific Purposes (ESP) teachers in Pakistan, aiming to reveal insights into professional development needs in resource-limited contexts. Using a quantitative survey approach, data were gathered from 102 ESP teachers (36 male, 66 female) from various language institutes. Findings indicate that while experienced teachers score higher in pedagogical knowledge (PK) and pedagogical content knowledge (PCK), novice teachers excel in technological knowledge (TK) and technological content knowledge (TCK), likely due to their recent exposure to digital tools. However, overall TPACK scores show no statistically significant difference between novice and experienced teachers, suggesting comparable preparedness across experience levels. This consistency aligns with research on the integration of digital competencies in teacher training, as well as theories of self-directed learning and Communities of Practice, which posit that social learning and peer collaboration enhance skill acquisition. The study underscores the need for structured, context-sensitive professional development programs that provide tailored training for both technological and pedagogical competencies. The findings carry policy implications, suggesting that mentorship programs pairing novice and experienced teachers and targeted online training resources could bridge the gap in technology skills and support sustained TPACK development. By addressing these needs, policymakers and educational institutions in Pakistan can foster a more technologically adept teaching community, ultimately enhancing the quality of ESP instruction and supporting ongoing teacher development in a digital age