The emergence of innovative technologies and their increased integration in education, especially after the COVID-19 pandemic, has popularized the concept of technological pedagogical content knowledge (TPACK) in the educational field. The aim of this study is to determine whether technology-enhanced content and language-integrated learning (T-CLIL) instruction, which involves integrating technology into the CLIL approach that simultaneously focuses on non-language-related educational content and the target language, can improve the TPACK of preservice English teachers in tertiary education in Thailand. The development of their TPACK was monitored through four subjective tests that were employed at predetermined intervals across the experimental program. Quantitative data obtained from these tests were analyzed using descriptive statistics (mean scores, standard deviations, and percentages), as well as inferential statistics (using a repeated-measures analysis of variance in SPSS). The findings demonstrated that T-CLIL instruction enhances the TPACK of preservice teachers as indicated by the consistent increase in the mean scores for all seven TPACK elements across the four separate time intervals.

创新技术的出现及其在教育中的日益融合，特别是在 COVID-19 大流行之后，在教育领域普及了技术教学内容知识 (TPACK) 的概念。本研究的目的是确定技术增强的内容和语言整合学习 (T-CLIL) 教学是否能够将技术整合到同时关注非语言相关教育内容和目标语言的 CLIL 方法中提高泰国高等教育职前英语教师的 TPACK。他们的 TPACK 的发展是通过四个主观测试来监测的，这些测试在整个实验计划中以预定的时间间隔使用。使用描述性统计（平均分、标准差和百分比）以及推论统计（使用 SPSS 中的重复测量方差分析）分析从这些测试中获得的定量数据。研究结果表明，T-CLIL 教学提高了职前教师的 TPACK，这可以从四个不同时间间隔内所有七个 TPACK 要素的平均分数持续增加中看出。