The purpose of this study is to review the research conducted in the field of modern teaching methods and its use in teaching chemistry, especially electrochemistry. Due to the prevalence of coronavirus in the world and and its impact on various sectors, especially in the field of education, today virtual classrooms in schools and universities have made it difficult to teach conceptual courses such as electrochemistry; Hence, teachers have turned to new teaching methods, one of the newest of which is Educational Content Knowledge (TPACK). In this review article, we tried to use the types of authoritative researches and articles that have been published in the field of modern teaching methods, electrochemical education and its relationship with TPACK; Most of these articles state that traditional lecturing and traditional teaching methods have led to a misunderstanding of electrochemistry; But today, misuse and ignorance of technology has led to misunderstandings in courses such as electrochemistry. As a result of this study, it was found that high school students have different misconceptions about electrochemistry. After identifying misconceptions, a teacher can correct misconceptions with new teaching methods such as TPACK. Successful implementation of such strategies, however, requires teachers to be aware of students' prior knowledge and possible misconceptions, and to guide classroom activities accordingly.

The aim of the research was to provide solutions for the development of Technological Pedagogical Content Knowledge (TPACK) among biology teacher students. The research method used was descriptive-analytical, and it focused on explaining the concepts and strategies for developing TPACK among biology teacher students. The data collection tool in this research involved extracting information from documents, library sources, texts, and specialized internet resources in the field. There were no time constraints imposed on searching and gathering information from databases in order to ensure comprehensiveness in the research. Data analysis was conducted using a descriptive approach, with a reflection on different approaches and types of studies, and their categorization was carried out. The results of this research indicate that enhancing TPACK in biology teachers is an ongoing process that requires a combination of professional development, collaboration and networking, access to resources, accessible tools, acceptance of innovation, and continuous support. Improving these areas enables teachers to effectively prepare students for the challenges and opportunities aligned with the rapid advancement of technology. Investing in the development of TPACK among biology teachers is essential for cultivating a generation of scientifically literate individuals who have the ability to navigate and participate in a technology-influenced world.

Electrochemistry is one of the sub-branches of chemistry that investigates chemical reactions that are carried out due to the passage of electric current, or their performance causes the creation of electric current. Electrochemistry is always known as one of the most difficult subjects in high school courses, and teaching and learning it has always been difficult. One of the constant concerns of high school chemistry teachers has been the teaching of electrochemistry, and chemistry teachers have always tried to provide solutions that facilitate the learning of chemistry. In the current research, the design of educational content in the field of electrochemistry with the STEM (Science, Technology, Engineering and Mathematics) approach for undergraduate chemistry students has been discussed, during which the teacher designs the educational content and creates knowledge content. Also, after designing the educational content, the teacher should be able to teach this educational design with a new approach, that is, using the TPACK (Teaching Technology Content Knowledge) approach. The STEM and TPACK approach used in this research is one of the new methods and approaches of designing educational content and teaching, which use them in teaching and designing an educational content helps the long-term and meaningful learning of learners and leads to exploration and acquisition of skills in learners. However, the successful implementation of such approaches and strategies requires that teachers be aware of them and guide classroom activities accordingly.

To gain legitimacy, schools must always align with the ethical values upheld by society. As societal values encompass more than just academic and scientific advancements, schools are tasked with instilling these ethical principles in their students. In this process, teachers assume a crucial role in fostering students' ethical development. The success of not only the educational system but also any political and social framework relies heavily on the quality of teachers within a society. Today's schools and universities bear the significant responsibility of equipping students with the necessary knowledge and skills to navigate the complexities of the future ethically. Therefore, fulfilling this pivotal role demands that teachers possess professional knowledge and qualifications.Content knowledge (CK) refers to the teacher's knowledge about the content(s) that he/she teaches to the students. Pedagogical knowledge (PK) can be defined as a teacher's in-depth knowledge of educational processes and teaching-learning methods, including classroom management and evaluation. Technology knowledge (TK) refers to the teacher's knowledge of all kinds of classic and modern technologies and how to use them in teaching to make them more effective. Pedagogical content knowledge (PCK) includes the teacher's knowledge to identify the student's previous prerequisites for learning new topics and which educational approaches are more compatible with the lesson’s subject. Technological pedagogical knowledge (TPK) is the knowledge of the components and capacities of the existing technologies that the teacher can use in education and how the teaching that the teacher provides to the students may change due to the use of technology. Technological content knowledge (TCK) deals with the mutual relationship between content and educational technologies. Technological pedagogical content knowledge (TPACK) can be viewed as overarching knowledge and it refers to how technology facilitates students' learning, how technology solves students' learning problems, how students may create new knowledge, and what makes learning a lesson difficult or easy for students.Between 2009 and 2019, the TPACK framework has been the subject of extensive academic exploration, resulting in over 1200 journal articles and book chapters, 315 theses and dissertations, and 28 books. The TPACK framework consists of three interconnected circles (CK, PK, and TK) with an additional outer dotted circle. Despite efforts to refine and re-envision the model, it has remained relatively unchanged since its inception in 2009. It's worth noting that the outer dotted circle, although present in the framework, does not represent a distinct type of knowledge.According to Mishra and Koehler, the outer dotted circle pertains to the context within which the framework operates. This context includes the school subject matter, students' backgrounds, and the technologies available for teaching, all of which are described as "context-bound" elements that influence TPACK. However, despite the significance of the "context" in the TPACK framework, this aspect has not been adequately emphasized in previous studies.Furthermore, previous research has highlighted the wide-ranging nature of the context, encompassing various concepts from teachers' epistemological beliefs to classroom and institutional resources. Understanding and considering this multifaceted context are crucial for a comprehensive analysis of TPACK and its practical implications.The TPACK framework is a comprehensive model of teacher knowledge; however, it does not encompass teacher ethical knowledge. The ethical knowledge of teachers forms the foundation for their behaviors and interactions in the classroom. Given their significant influence on students' thinking, motivation, and knowledge, teachers wield extraordinary power in shaping their students' personalities. As role models, teachers play a crucial role in the lives of their students, and they are expected to serve as positive influences and examples to follow.Ethics in education means providing equal educational opportunities to all students regardless of nationality, gender, ideological differences, or mental disabilities. Attention to ethical principles in teaching can bring respect, tolerance, civil relations, and interaction based on predetermined rules among students. Ethical knowledge is the awareness of the inherent characteristic between the principles of social and individual ethics. A teacher's possession of these principles allows him/her to display the values ​​of personal and social ethics, which include a sense of right and wrong, respectful behavior toward others, objectivity, patience, and compassion.The primary purpose of this study was to representing teachers’ ethical knowledge in the TPACK conceptual framework. This study is a qualitative research based on the phenomenology method. A total of 13 experts were sampled using the purposive sampling method. All the participants are experts and authorship in teacher training (having at least one academic work including a research project, peer-reviewed journal article, or book) and having more than ten years of teaching experience in different educational settings. The study was carried out in 2022. After setting up the interview protocol, initial coordination was started with the participants. Some agreed to in-person interviews, while others preferred online interviews using google meet due to the COVID-19 pandemic. After interviewing all 13 participants using a semi-structured interview and preliminary analysis of the data, the saturation of the resulting data and the adequacy of the interview were determined. The data were analyzed using the thematic analysis technique and based on the method proposed by Attride-Stirling (2001) as one of the conventional coding methods in thematic analysis.The research findings indicate that despite being a relatively comprehensive theoretical framework, TPACK has overlooked teachers' ethical knowledge. Interviewees highlighted that Mishra and Koehler's (2006) model, which includes CK, PK, TK, PCK, TPK, and TCK, should also encompass ethical knowledge (EK) and Technological Pedagogical Content Ethical Knowledge (TPCEK). These additional dimensions are deemed essential for enhancing teacher professional effectiveness, particularly within the cultural context of the country. Including ethical knowledge and TPCEK in the TPACK framework would provide a more holistic approach to understanding and supporting teachers in their roles as educators and ethical decision-makers.The interviewees firmly believe that teaching possesses an ethical and normative nature, making it a profession that demands teachers to embody various characteristics and virtues. These virtues encompass ethical, intellectual, professional, and civic aspects. Moral virtues, for instance, encompass traits like sincerity, honesty, respect, justice, fairness, courage, decisiveness, self-control, and faithfulness.Regarding intellectual virtues, qualities such as humor, critical thinking, creativity, reflection, and resourcefulness are deemed essential. In the realm of professional characteristics, virtues like a genuine passion for the work, punctuality, scientific originality, authority, and a solid professional reputation, along with a sense of professional responsibility and the ability to create an effective learning environment and communicate professionally are highly valued.Furthermore, in the domain of civic virtues, features such as care and empathy, loyalty and commitment, openness, a sense of social responsibility, and a willingness to serve others are considered crucial virtues for teachers. Embodying these diverse virtues is seen as integral to being an effective and ethical educator, contributing positively to the development and growth of their students.In conclusion, the research revealed that although the TPACK model is relatively comprehensive, it lacks consideration for teachers' ethics, beliefs, and their impact on teaching effectiveness. As a result, it is essential for both practitioners and researchers to address the ethical dimension of teachers more prominently. The findings hold significant implications for policymakers involved in teacher training programs.

Despite extensive research on teacher qualities, a significant knowledge gap persists regarding the interplay among psychological and professional factors influencing Iranian EFL teachers' performance, particularly concerning teacher stroke. This study aims to address this gap by examining the predictive power of teacher identity, immunity, and Technological Pedagogical Content Knowledge (TPACK) on teacher stroke, within the Iranian EFL context. Participants included 124 Iranian EFL teachers, randomly selected from various regions across Iran, who completed a set of validated questionnaires. Data were collected using the Teacher Immunity Questionnaire, TPACK Questionnaire, Teacher’s Identity Questionnaire, and Teachers’ Stroke Scale. Statistical analysis involved Multiple Regression Analysis to explore the predictive capacity of teacher identity, immunity, and TPACK on stroke. Results revealed a statistically significant relationship among these variables, indicating that teacher identity, immunity, and TPACK collectively explain 46% of the variance in teacher stroke. These findings underscore the importance of integrating these factors into frameworks for supporting teachers' well-being and enhancing teaching effectiveness. The implications extend to stakeholders in EFL education, suggesting targeted interventions to bolster teacher development and instructional quality.

Technological Pedagogical Content Knowledge (TPACK) is a theory for teacher knowledge for effective and creative teaching which has created opportunities for research on teachers’ professional development. This sequential explanatory mixed methods study sought to investigate the impact of a TPACK-focused online professional development course on EFL teachers’ TPACK through employing TPACK theory and explored their views on their experiences of attending the course. Regarding the quantitative stage, 30 EFL teachers (15 novice and 15 experienced) attended the course through volunteer sampling. Prior to course initiation and after its completion, the TPACK-EFL survey was administered and readministered as pre-test and post-tests, respectively. Concerning the qualitative phase, 12 EFL teacher participants voluntarily attended a semi-structured interview. The Wilcoxon Signed Ranks Test and paired sample t-test results suggested that the online course had significantly affected EFL teachers concerning their TPACK except in PCK (Pedagogical Content Knowledge) of the novice group and CK (Content Knowledge) of both groups. Experienced teachers could benefit more from the course in terms of TPACK and PCK (Pedagogical Content Knowledge). Regarding the qualitative results, it was revealed that all interviewees expressed positive attitudes toward the course. Also, themes related to distinctive features of the course, challenges they encountered and aspects of TPACK they had improved emerged in their responses. The results of the study offer precious educational implications for TTC educators, education course developers, EFL teachers, administrators, supervisors, policy makers, and stakeholders.

The aim of this research is to examine the relationship between knowledge of the content of technological pedagogy (TPACK) and the online assessment skills of primary school teachers.The statistical population of this research comprises teachers (male and female) of elementary schools in Shahin Shahr, Isfahan province, in the academic year 2022-2023 (507 people), of whom 247 took part. A technology integration knowledge questionnaire (Schmid et al., 2020) is included in the research tools. and a researcher-made questionnaire on the online assessment skills of primary teachers. After collecting the data, we analyzed the fining at two levels of descriptive and inferential statistics. At the level of descriptive statistics of frequency and percentage, mean, and standard deviation, and at the level of inferential statistics from the Kolmogorov-Smirnov test, Pearson's correlation coefficient, independent, t-analysis Variance and minimum difference tests between the means we use.The findings showed a weak relationship between technology knowledge, content knowledge, pedagogy knowledge, pedagogy content knowledge, technology content knowledge, technology pedagogy knowledge, and technology pedagogy content knowledge with online assessment skills. More explanation in this regard is presented in detail in the section of findings and conclusions.