Towards a Quality Standardized Technological Education in Spain: A Case Study With EFL Preservice Teachers

This case study draws from the imperative to integrate technology under international quality standards in preservice English language teacher education in Spain. To meet this requirement, the study intended to explore preservice EFL teachers’ actual needs regarding initial teacher training on technology in Spain. With this objective in mind, we developed a questionnaire based on the technological pedagogical content knowledge (TPACK) framework (Mishra & Koehler, 2006) for blending content, pedagogy, and technologies along 3 main dimensions. Against our initial expectations, technological content skills were self-reported as high. Nevertheless, we identified a need for further training in pedagogical skills and pedagogical content skills as much as for specific EFL teaching tools and applications to support the teaching and learning activities.