This entry centres on the technological pedagogical content knowledge (TPACK) model (Mishra & Koehler, 2006), exploring how this framework informs the design and implementation of language teacher training programs and computer-assisted language learning (CALL)-focused professional development initiatives. The TPACK framework provides a comprehensive approach to technology integration by combining technology, pedagogy, and content knowledge. Since its introduction, TPACK has been recognized as a valuable theoretical model guiding research on technology use in education. In the context of CALL, TPACK is particularly relevant because it helps teacher-educators conceptualize how language teachers must simultaneously develop digital literacies, methodological knowledge for language teaching, and content-specific expertise in target-language pedagogy—thus addressing the unique interplay of language, technology, and pedagogy in CALL environments (Tafazoli, 2025). However, empirical research applying this framework in the context of CALL has been comparatively limited. This entry outlines the TPACK framework and its development over recent years. Additionally, it presents eight research studies that investigate TPACK and professional development, highlighting diverse areas within CALL. These studies offer valuable examples for researchers interested in exploring TPACK through various research methodologies.