Mehrak Rahimi - Shahid Rajaee Teacher Training University, Tehran, Iran
Shakiba Pourshahbaz - Shahid Rajaee Teacher Training University, Tehran, Iran

This study aimed at investigating Iranian EFL teachers’ Technological Pedagogical Content Knowledge (TPACK). Eighty in-service EFL teachers participated in the study and completed the TPACK scale. The scale consisted of four components that assessed participants’ knowledge/ competencies on design, exertion, ethics, and proficiency. The result of the study showed that Iranian EFL teachers have a roughly high level of TPACK in general. Their knowledge on four components of the scale was also assessed. The result revealed that EFL teachers’ had higher level of knowledge on design (competencies in designing teaching to enrich the teaching process with the help of their technological and pedagogical knowledge about the content to be taught before the teaching process of the content) and exertion (competencies in using technology for the execution of the teaching process and for the measurement and evaluation of the effectiveness of the process) in comparison to ethics (competencies in ethics regarding teaching profession and ethical issues such as privacy, accuracy, property and accessibility) and proficiency (leadership ability to integrate technology into content and pedagogy by becoming experts in the teaching profession, to put forward suggestions for solving problems related to the subject area, the teaching process and technology, and to choose the most appropriate one among these suggested solutions). In-depth analysis of the items was also done. The result showed that the participants were knowledgeable in handling more than 90% of the tasks listed in the questionnaire. Implications and applications of the result were discussed

EFL, teachers, TPACK