Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online) Vol. 8, No. 1, 2020 www.scholink.org/ojs/index.php/selt 85 Original Paper The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context Tan, Choon Keong 1* , Nguyen, B.D. 1 , Lee, Kean Wah 2 & Kang, Hwa Choo 3 1 Faculty of Psychology and Education, University Malaysia Sabah, Jalan UMS, 88999 Kota Kinabalu, Sabah, Malaysia 2 School of Education, University of Nottingham Malaysia Campus, Jalan Broga, 43500 Semenyih, Selangor, Malaysia 3 Teacher Training Institute, Kent Campus, Tuaran, Sabah, Malaysia * Tan, Choon Keong, Faculty of Psychology and Education, University Malaysia Sabah, Jalan UMS, 88999 Kota Kinabalu, Sabah, Malaysia Received: February 9, 2020 Accepted: February 19, 2020 Online Published: February 24, 2020 doi:10.22158/selt.v8n1p85 URL: http://dx.doi.org/10.22158/selt.v8n1p85 Abstract This study aimed to examine the impact of the design teams approach on preservice teachers’ technological pedagogical and content knowledge (TPACK). Using a mixed-method design, the researcher implemented the investigation among 62 teacher candidates whose major was Primary English Teaching at a university of foreign language studies in Central Vietnam. All of the participants attended a course named “Technology in Education”, which was adapted based on Johnson’ s design teams approach model (2014). The data were collected using pre- and post-TPACK Survey, a TPACK Rubric (TIAI) and semi-structured interviews. The findings indicated that this design teams approach had a significant impact on the participants’ TPACK, particularly its technology-related knowledge domains (TK, TPK, TCK, TPACK). The result was also confirmed by the teacher candidates’ positive responses about their perceptions towards this instructional approach. Keywords TPACK (Technological Pedagogical and Content Knowledge), the design teams approach 1. Introduction As advanced technology has become an integral part of society, technology has exerted a great impact on almost every aspect of life and education is no exception. As a matter of fact, the incorporation of technology as part of curricula has created challenges for educators and teachers, especially those who