Enhancing AI-TPACK and digital pedagogical competence of Turkish language teachers: a longitudinal mixed-methods study

Kılıç Avan Ş., Avan Ç., KALENDEROĞLU İ.

Interactive Learning Environments, 2026 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1080/10494820.2026.2649550
  • Dergi Adı: Interactive Learning Environments
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Anahtar Kelimeler: Artificial intelligence, digital pedagogical competence, teacher education, TPACK, Turkish language teachers
  • Gazi Üniversitesi Adresli: Evet

Özet

This study aims to examine changes associated with AI-supported teacher training practices on the digital pedagogical competencies of Turkish language teachers. The research employed a longitudinal mixed-methods approach, utilizing a single-group pretest-posttest-follow-up design alongside qualitative content analysis of reflective reports. The participant group consisted of 24 Turkish language teachers from various provinces in Turkey. Data were collected using the AI-TPACK, AI Literacy, Productive AI Acceptance, and AI Awareness scales. The findings indicated statistically significant improvements in AI awareness, AI literacy, AI-TPACK, and productive AI acceptance, which were largely maintained during the follow-up period. Qualitative reflections suggested that participants described changes in how they approached the pedagogical use of AI tools in classroom contexts. Qualitative reflections were used to contextualize participants’ learning experiences during the intervention. These results may provide preliminary insights for teacher education programs regarding AI-related professional development in Turkish language teaching contexts.