The University of Tehran Journal of Foreign Language Research 2588-4123 13 3 2023 11 22 Investigating Iranian French Language Teaching Graduates’ Perceived TPACK during the Covid-19 Pandemic Investigating Iranian French Language Teaching Graduates’ Perceived TPACK during the Covid-19 Pandemic 373 397 92120 10.22059/jflr.2023.352493.1003 FA Soodeh Eghtesad Department of French Language and Literature Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran Marzieh Mehrabi Department of French Language and Literature Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran Journal Article 2022 12 17 This study investigates Iranian graduating French Language Teaching .Master's of Arts students’ self-perceived Technological Pedagogical Content Knowledge (T P A C K) to gain an insight into their preparation for their professional teaching career based on T P A C K’s seven sub-components, and understand the way in which their perceived T P A C K is related to the type of teaching training received, as well as prior teaching experiences. The data were collected through an electronic questionnaire (Baser et al, 2016), composed of 39 questions regarding T P A C K’s seven sub-components. Forty-eight Iranian pre-service French Language instructors responded to the questionnaire. Results indicated that in general, participants have a positive assessment of their T P A C K, although improvements could be made in certain areas, such as the use of technology in interactive and collaborative language teaching and learning. In addition, while there was no significant relationship between type of teacher-training received and pre-service instructors’ perceived T P A C K, participants with prior teaching experience demonstrated higher Pedagogical Knowledge (P K) and Content Knowledge, (C K), which seems to suggest that these two knowledge areas are best developed through on-the-field teaching experiences, alongside theoretical coursework. This study investigates Iranian graduating French Language Teaching .Master's of Arts students’ self-perceived Technological Pedagogical Content Knowledge (T P A C K) to gain an insight into their preparation for their professional teaching career based on T P A C K’s seven sub-components, and understand the way in which their perceived T P A C K is related to the type of teaching training received, as well as prior teaching experiences. The data were collected through an electronic questionnaire (Baser et al, 2016), composed of 39 questions regarding T P A C K’s seven sub-components. Forty-eight Iranian pre-service French Language instructors responded to the questionnaire. Results indicated that in general, participants have a positive assessment of their T P A C K, although improvements could be made in certain areas, such as the use of technology in interactive and collaborative language teaching and learning. In addition, while there was no significant relationship between type of teacher-training received and pre-service instructors’ perceived T P A C K, participants with prior teaching experience demonstrated higher Pedagogical Knowledge (P K) and Content Knowledge, (C K), which seems to suggest that these two knowledge areas are best developed through on-the-field teaching experiences, alongside theoretical coursework. https://jflr.ut.ac.ir/article_92120_4eaa03aec3e0cf3f7b8596a6806f32dc.pdf