TPACK Development Research Articles

Examınıng the Teacher Candıdates’ TPACK Competences: Evıdence From Four Teacher Educatıon Programs

This study examined the valid items in the perception of TPACK competencies of physics, math, biology, and chemistry teacher candidates in one public university in Indonesia. This study used a cross-sectional survey where data were collected once from one sample at a time. The study was conducted in four teacher education programs in one public university. This study used a stratified proportioned random sampling technique. The sample for this study consisted of 400 students from 4 teacher education programs including Physics Education, Chemistry Education, Biology Education, and Mathematics programs. Data were collected through a questionnaire with 75 statements related to TPACK competency indicators. The data were processed and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) and by using SmartPLS 3.0 software. The results showed that of 75 statements, there were 27 valid statements related to TPACK competency indicators. These 27 statements can potentially be used to measure TPACK competencies of teacher candidates. The results obtained from the factor analysis and the Smart PLS procedures showed that the construction of items in the instrument and their relevance to each other is appropriate. Based on the overall results, one of the main findings of this study is that the predictive power of the core knowledge base and the second-level knowledge base on TPACK development is significantly different.

Integrating Digital Tools in Art Education: A Study of TPACK Development in Chinese Pre-Service Teachers

Integrating Digital Tools in Art Education: A Study of TPACK Development in Chinese Pre-Service Teachers

The Digital Teaching Landscape: Investigating the Roles of Interest, Self-Efficacy, and Experience in Shaping TPACK

Purpose –This study aims to analyze the relationship between interest, self-efficacy, and practical teaching experience concerning prospective early childhood education teachers' perceptions of Pedagogical Knowledge of Technology Content. Design/methods/approach – This research employs an associative correlational quantitative design, involving 84 students from the Early Childhood Islamic Education Study Program at UIN Sunan Kalijaga Yogyakarta. Data was collected through both offline and online questionnaires and analyzed using multiple linear regression techniques. This analysis assesses the predictive capacity of interest, self-efficacy, and teaching experience in determining TPACK within the perceptions of prospective ECCE teachers. Data analysis was aided by the statistical software SPSS 26 for Windows. Findings – The statistical tests indicate that interest, when considered individually, does not exhibit a positive and significant effect on TPACK. Conversely, self-efficacy and teaching practice experience, when examined separately, demonstrate a positive and significant influence on TPACK. Moreover, when these variables are collectively examined, interest, self-efficacy, and teaching practice experience collectively impact TPACK, showcasing a robust relationship of 75.4%. However, it's worth noting that there are some inconsistencies in the results concerning the impact of interest on TPACK, which may be attributed to a lack of specific context and a detailed examination of respondents' interest levels. Research implications/limitations – This study primarily focuses on elucidating the interplay between interest, self-efficacy, and practical teaching experience in TPACK development. Practical implications – These practical implications are envisioned to enhance the quality of early childhood education and prepare prospective ECCE teachers to confront the evolving technological landscape. Originality/value – This research contributes to an enhanced understanding of the interrelationships between interest, self-efficacy, and practical teaching experience in shaping prospective teachers' perceptions of TPACK, offering novel insights into the professional development of prospective ECCE teachers. Paper type Research paper

Revisiting E-Learning in China: Analysis of TPACK Development in China and Other Countries

The development of TPACK for teachers is crucial for the effective use of technology in teaching and the promotion of teacher professional development. TPACK development has become a hot topic in the field of teacher education and educational technology. In order to gain a deeper understanding of the overall situation of current research on teachers’ TPACK development and predict the future trend of research, this study used "TPACK" as the theme word to search for relevant literature from the core journals of CNKI database (SCI/EI/Peking University Core/CSSCI/CSCD/AMI) and English journals of Scopus database. 306 and 1095 relevant literature were selected respectively. High-frequency keyword and co-word analysis methods were conducted on the obtained literature. The results showed that the current research hot spots in the TPACK field are current situation investigation and analysis, ability improvement, influencing factors. It is predicted that the future research on TPACK development will tend to focus on interdisciplinary and specialized research, applied practice research, and teacher TPACK ability improvement training research. By comparing the commonalities and differences of TPACK research in China and other countries. it is proposed to shift from universal research to specialized research, and carry out action and experimental research on teacher TPACK ability improvement training courses. And it is necessary to closely follow the digital process of education and carry out research on the framework development of I-TPACK and AI-TPACK to enhance teachers’ ability of teaching with technology. Keywords: teachers, TPACK , literature, teaching with technology, improvement

Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice

Teaching with and about technology is part of science teachers’ 21st century skills. To foster technology-enhanced practice, teachers need to acquire both technological pedagogical content knowledge (TPACK on action) and positive behavioral orientations toward technology exploitation. However, it remains unclear if the gained knowledge is applied in practice (TPACK in action). Therefore, studies are required to investigate the interplay of programs promoting TPACK on action, behavioral orientations, and resulting TPACK in action. This paper presents an approach that explicitly links pre-service science teachers’ pedagogical content knowledge (PCK) with TPACK development in two undergraduate modules, following the transformative view of TPACK. TPACK on action and behavioral orientations are captured through a questionnaire at three points in time. Additionally, lesson plans are analyzed to evaluate the quality of technology use and cognitive engagement, approximating TPACK in action. The results show a significant increase in pre-service science teachers’ (N = 133) self-rated TPACK on action and behavioral orientations between pre- and post-test, with moderate to large effects. Moreover, the analyses of lesson plans reveal a high quality of technology exploitation in the planned lessons, indicating distinctive TPACK in action after attending the modules. This theory-based approach is supported by empirical data, and highly regarded by participants, making it a successful model for course redesign at other universities.

The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK

AbstractThe aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping strategies were recorded via semi‐structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self‐efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire. The sample consists of German prospective teachers (N = 145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self‐monitoring. Practitioner notesWhat is already known about this topic The opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK). The promotion of TPACK competencies in a holistic, multi‐layered, and practice‐oriented manner has to be learned over a longer period of time combining theoretical explanations with practical activities. Making appears to be a suitable activity to foster TPACK, and a makerspace was described as an ideal learning environment to follow constructivist learning, but it has not yet been empirically tested. What this paper adds The presentation of an innovative approach for prospective teachers to teach TPACK problem‐ and project‐based in a pedagogical makerspace. Empirical data of a large sample size in a field that has not yet been sufficiently empirically researched. A model‐based analysis of the challenges of project work in a university pedagogical makerspace regarding preservice teachers and their coping strategies. Examination of the suitability of project‐based work in the pedagogical makerspace for teaching TPACK and relevant attitudes. Further insights about learning processes and influencing factors in a university pedagogical makerspace with respect to promoting TPACK. Implications for practice A pedagogical makerspace is a suitable learning environment to foster TPACK and attitudes towards the use of ICT in school. TPACK development depends on TPACK before working in a makerspace. Challenges and coping strategies while working in a pedagogical makerspace can be assigned to four levels. The assignment of challenges and coping strategies to those levels supports lecturers in developing the necessary support structures. Support structures should include at least basic knowledge about the organisation of projects. Agile project elements prove helpful for product development in the makerspace.

Does Individual Innovativeness Influence TPACK Development?: The Case of Pre-service EFL Teachers in Türkiye

Does Individual Innovativeness Influence TPACK Development?: The Case of Pre-service EFL Teachers in Türkiye

Contribution of a TPACK Development Training Based on the Transformative Learning Theory to Pre-service Teachers: Multiple Case Study

Bu çalışmanın amacı, dönüştürücü öğrenme teorisinin temel alındığı teknolojinin fen derslerine entegrasyonunu hedefleyen eğitim içeriğinin, öğretmen adaylarının dönüşümüne etkisini araştırmaktır. Katılımcılar, bir büyükşehir üniversitesinde dördüncü sınıfta eğitim görmekte olan dört fen bilgisi öğretmen adayıdır. Öğretmen adaylarının teknolojik pedagojik alan bilgilerini geliştirebilmeleri için dönüştürücü öğrenme modeli esas alınarak bir eğitim içeriği oluşturulmuştur. Araştırmada kullanılan veri toplama araçları şunlardır: öğrenme aktiviteleri anketi üzerine görüşme, öğrenci takip formu ve elde edilen kaynaklar ve etkileri üzerine şekil üzerinde gösterim yapma. Araştırmada katılımcıların bakış açısı dönüşümlerini ayrıntılı ve derinlemesine inceleme olanağı vermesi nedeniyle çoklu durum çalışması yöntemi kullanılmıştır. Elde edilen verilerin içerik analizi MAXQDA 2018 programında yapılmıştır. Çalışmanın sonunda katılımcılar, aldıkları eğitimin teknolojinin entegrasyonu hakkında kendilerinde değişim/dönüşüm sağladığını ifade etmişlerdir. Katılımcılar kendilerindeki dönüşümü etkileyen kaynakları: ders anlatma deneyimleri, ders anlatımlarını izleme ve değerlendirme, araştırma ödevleri, sınıf içi tartışmalar, rol model öğretmeni izleme, seminer, araştırmacı ve eleştirel arkadaş olarak belirtmişlerdir. Eğitim içeriğinde yer alan etkinliklerin katılımcıların dönüşümlerine etkisinin; teknolojinin nasıl entegre edileceğini öğrenme, farklı teknolojik uygulamaları öğrenme, teknoloji entegrasyonu hakkında farkındalık oluşturma, eksik yönleri hakkında düşünme ve değerlendirme ve son olarak bilgi/deneyim edinme şeklinde olduğu belirlenmiştir.

A REVIEW OF THE LITERATURE ON THE DEVELOPMENT OF ENGLISH INSTRUCTORS' TPACK IN INDONESIA

In this twenty-first century, It is essential that English instructors continually build their TPACK to improve language teaching and learning. Research on the development of TPACK in Indonesia has been in great demand by academics and researchers. Therefore, the purpose of this study is to give a thorough synthesis of the reported outcomes of Indonesian English instructors' TPACK development. The evolution of TPACK for English teachers is examined in this literature review, which is structured circa five disparate research techniques (self-report measures, open-ended questionnaires, performance assessments, interviews, and observations). In order to do this, a search in 2011–2021, Education Research Information Center (ERIC), Taylor and Francis, and Library Genesis databases was carried out. Eight studies were deemed appropriate for analysis in the current study after criteria were applied to publications retrieved from the databases. There was a three-level analysis done. The first was a study-level analysis focused on each study's overall features. The second method analysis concentrated on the research tools and target audience. The final one provided a summary of the study findings through the literature to show the outcome of Indonesian instructors' TPACK development. The results of this present study gave an overview of the research techniques and the result on TPACK development. Additionally, this study also demonstrated an upsurge in publications regarding TPACK development among English instructors in Indonesia.

In-service teachers' TPACK development through an adaptive e-learning environment (ALE).

Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ technology in teaching. Despite the significance of adaptive learning environments in recent years, research has not addressed how to use these environments to improve the TPACK of in-service teachers, particularly during crises. Consequently, our objective was to design an adaptive learning environment that provides in-service math, science, and English teachers with substantial and continuing support for each TPACK component. A total of 173 in-service teachers were divided into two groups: an experimental group of 83 who used adaptive learning and a control group of 90 who used Zoom techniques. TPACK questionnaires were administered before and after the experiment. The experimental group improved TPACK more than the control group. All teachers believed that adaptive learning training helped them to build technology-integrated lesson plans. This study provides ideas and practices for developing an adaptive learning environment for the in-service teachers' TPACK development. The challenges to adaptive learning environments have been highlighted, identifying the potential for future investigations.

TPACK development model for pre-service mathematics teachers

TPACK development model for pre-service mathematics teachers

Exploring teachers’ emotional experience in a TPACK development task

Exploring teachers’ emotional experience in a TPACK development task

Preservice teacher cluster memberships in an edtech course: A study of their TPACK development

Researchers have been examining preservice teachers’ development of TPACK in edtech courses for years. However, most empirical studies used small samples to look at preservice teachers’ TPACK development in the edtech courses. With a small dataset, it is hard to know whether there consistently exist knowledge gaps in preservice teachers’ prior knowledge and TPACK development in the edtech course. Studies with large samples are needed because they provide a large amount of empirical data that can be used as strong evidence for justifying whether the edtech course has any impact on preservice teachers’ TPACK development across all demographic and prior knowledge groups. Thus, the purpose of this study was to examine eighteen cohorts of preservice teachers’ pre-TPACK scores and their cluster assignment, as well as their post-TPACK scores in a required edtech course. A two-step cluster analysis was used based on pre-TPACK scores and demographics to identify groups of preservice teachers that share common characteristics in their pre-TPACK scores. A two-cluster model was a good fit (cluster 1 - lower pre-TPACK scores and cluster 2 - higher pre-TPACK scores). Independent-sample t-tests were run to test whether there were differences in the post-TPACK scores. Findings revealed that cluster 2 preservice teachers had higher post-TPACK scores. These results might help teacher educators make data-driven decisions to design targeted instructions for diverse preservice teacher groups. Details on potential actions for designing the edtech course and practices for developing TPACK were discussed.

The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption

AbstractPrevious research has identified various internal and external factors that predict teachers' technology adoption. Limited studies have explored how these internal and external factors interplay to determine different types of technology use. This study used the survey responses of 280 English as foreign language (EFL) teachers to examine how two key external factors (ie, school culture and professional development) interact with the two constitutive internal components (ie, knowledge/skill and belief) to determine three types of technology use in teaching and learning (ie, technology for content delivery, technology for learning enrichment and technology for transformed education towards self‐directed learning). It identified the salience of school culture, professional development and TPACK over teaching and learning beliefs in determining technology use. It further revealed that these factors influenced the three types of technology use differently. The findings suggest a differentiated approach towards researching and supporting teacher technology adoption. Practitioner notesWhat is already known about the topic Belief factors (Beliefs about teaching), knowledge factors (TPACK) and contextual factors (school culture and professional development) are significant predictors of teacher technology adoption. What this paper adds When examined together, school culture, professional development and TPACK were the more significant predictors of in‐service EFL teachers' technology integration, and the contributions of the belief systems were minimal. The interactions of these factors vary for different types of teacher technology use. Implications for practice and/or policy Need differentiated considerations in supporting different types of teacher technology use. A favourable school culture is instrumental to teachers' technology use for content delivery and for supporting students' self‐directed learning. TPACK is most critical to the use of technology for learning enrichment.

Engaging Preservice Teachers in the Design of Digital Breakout Games in an Educational Technology Course

Educators have recently begun using digital breakout games as an instructional strategy in K–12 and higher ed curricula. However, research has thus far explored outcomes associated with playing these games, rather than designing them. This study investigates what happened when 23 preservice teachers in a technology integration course designed digital breakout games for the secondary curriculum. By conducting a basic qualitative analysis, we found that digital breakout game design promoted skills, competencies, and perspectives in support of preservice teachers’ future practice such as TPACK development, 21st-century learning, and positive technology integration perceptions and intentions. We provide evidence and implications for these findings, as well as opportunities for further research. (Keywords: breakout game, escape room, digital breakout game, preservice teachers, escape game, teacher education, game-based learning, educational technology)

Examining the Global Competence and TPACK Development Model for Prospective Teachers in Accounting Economics

Examining the Global Competence and TPACK Development Model for Prospective Teachers in Accounting Economics. Objectives: This research examines the development model of global competency and technological, pedagogical, and content knowledge (TPACK) of prospective teachers in accounting economics. Methods: Design of this research using clausal associative design. The respondents of the study were 91 students of accounting education at Universitas Negeri Semarang. Findings: Analysis results using WarpPLS 6.0. shows that socioeconomic status did not affect technological, pedagogical, and content knowledge (TPACK) and global competence. In addition, there is a direct effect of student engagement and student perception of teaching methods on technological, pedagogical, and content knowledge (TPACK) and global competence. The following analysis showed that student engagement mediates the effect of socioeconomic status and student perception of teaching methods on technological, pedagogical, and content knowledge (TPACK) and global competence. Conclusion: Student perception about the lecturer teaching methods would increase global competence, and then increasing student engagement would ultimately be able to increase global competence as well. Keywords: socioeconomic status, student engagement, perception of teaching methods, technological pedagogical content knowledge, global competence. Abstrak: Mengkaji Model Pengembangan TPACK dan Kompetensi Global untuk Calon Guru Ekonomi Akuntansi. Tujuan: Penelitian ini menguji model pengembangan kompetensi global dan technological, pedagogical, and content knowledge (TPACK) dari calon guru ekonomi akuntansi. Metode: Desain penelitian ini menggunakan desain asosiatif kausal. Responden penelitian ini berjumlah 91 mahasiswa pendidikan akuntansi di Universitas Negeri Semarang. Temuan: Hasil analisis menggunakan WarpPLS 6.0 menunjukkan bahwa status sosio ekonomi tidak mempengaruhi TPACK dan kompetensi global. Sebagai tambahan, terdapat pengaruh langsung keterlibatan mahasiswa dan persepsi mahasiswa mengenai metode pembelajaran terhadap TPACK dan kompetensi global. Analisis selanjutnya menunjukkan bahwa keterlibatan mahasiswa memediasi pengaruh status sosio ekonomi dan persepsi mahasiswa mengenai metode pembelajaran terhadap TPACK dan kompetensi global. Kesimpulan: Persepsi mahasiswa mengenai metode pengajaran dosen akan meningkatkan kompetensi global dan keterlibatan mahasiswa juga dapat meningkatkan kompetensi global. Kata kunci: status sosio ekonomi, keterlibatan mahasiswa, persepsi metode pengajaran, TPACK, kompetensi global. DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202226

Video-making Projects for TPACK Development of Pre-service EFL Teachers

This study examines the impact of the video-making project assigned for pre-service teachers in English education department to enhance their competences of TPACK. Anchored in a qualitative approach, semi-structured interview with six student teachers in second semester was conducted to gain their voices on whether producing video as part of tasks in two English subjects facilitated them on learning new insight related to technology, pedagogy and content of some materials. Findings reveal video-making projects promoted self-eagerness to improve self-competence and collaboration with peers and lecturers. Consequently, making a video as tasks showed a potential for developing pre-service teachers’ TPACK. Participants’ voices indicated there were some challenges in video producing process. The study also suggests that there is ample room for improvement especially in preparing student teachers with prior knowledge of using technology.

The Indonesian EFL Teachers' TPACK Development in the Online Community of Practice

This study sought to investigate teachers' TPACK level development after participating in a WhatsApp-based online community of practice (OCP) in Indonesia. This study addresses the issue of the teachers who are mandated to integrate technology in teaching. However, with a range of contexts, it is known that teachers lack confidence and competence in integrating technology. Therefore, a program for teachers that emphasizes theoretical and practice is one of the best solutions for improving their TPACK. A case study was adopted in this research. This study explored the practice process that took place in the OCP utilizing the notion of the community of practice (CoP) by Wenger (1998) and TPACK level by Niess (2015) to know the teachers' TPACK level development. The findings suggest that the TPACK level development was still not fully achieved by the teachers. This study recommends that the committee who designed the OCP carefully find the best way to make the teachers experience meaningful learning and achieve significant development on their TPACK. 

Preservice Science Teachers’ TPACK Development in a Technology-Enhanced Science Teaching Method Course

This study investigated preservice elementary science teachers’ TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about instructional technologies that can be used in science teaching; prepared technology-based science activities, shared these activities with their peers; planned and taught a mini technology-based lesson, evaluated the lesson, and replanned and retaught the lessons. The results showed that the experimental group had positive gains about how to integrate technologies into science teaching. Participants in the experimental group comprehended that teaching science with technology requires more than technical knowledge and skills and that it is essential to realize the interactions between science, technology, and pedagogy. Besides, the experimental group’s TPACK significantly differed from the control group. The implications and suggestions were given based on the results.

Developing Technology Pedagogical and Content Knowledge in Pre-Service Accounting Teachers with the Use of Audio-Visuals: A Ghanaian Perspective

The paper focused on how eight pre-service teachers developed their TPACK to integrate audio-visual materials in teaching concepts in Accounting in Senior High Schools in Ghana. Sequential multiple case study design was employed to observe two cohorts of four pre-service teachers who worked in two phases of professional development to design and enact Accounting audio-visual supported lessons. Data for the study were collected through observation, interview, lesson documents and questionnaires. Content and thematic analysis procedures were used to analyse the qualitative data, whilst means and standard deviation were used to analyse the quantitative data. It emerged from the results that the pre-service teachers developed their TPACK significantly through the professional development arrangement. The study also revealed that the teachers themselves developed knowledge of their subject matter which they teach much better when they designed and prepared to enact the audio-visual lessons. One limiting factor however, that impeded their proficient TPACK development, was lack of ICT resources. Consequently, the study advocates that key stakeholders in education must put priority on the provision of ICT facilities in Ghanaian schools; easy access to ICT resources will certainly contribute to teachers’ use of ICT innovations in schools.