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Many studies have investigated the TPACK level of competence of teachers as part of their incidental online conferences, seminars, or study programs using the educational TPACK framework through a single perspective. However, limited attention has been given to the in-service EFL teachers’ TPACK in CALL literature using a specific TPACK framework for EFL teaching involving teachers, students, and trainers in a single study. This mixed-method research explored a comprehensive perspective of in-service teachers’ TPACK while attending two semesters of online professional training funded by the Ministry of Education of the Republic of Indonesia. A total of 120 senior high school EFL teachers, 360 students, and five EFL trainers with doctoral (PhD) degrees participated in the study. Quantitative and qualitative data showed divergence or convergence in the research outcomes. Quantitative findings indicated different perceptions among students, teachers and trainers regarding in-service teachers’ CK, TPK, PCK, and TPACK level of competence. In addition, qualitative results claimed that familiarity with basic computer hardware, research in ELT, intercultural awareness, authentic language problem-solving, learners’ engagement and adaptability to various cultural events and environments were required to foster forthcoming TPACK practices and support the language learning process of learners.

The TPACK level of in-service EFL teacher online professional training: The perspectives of teachers, students, and trainers