Investigating contextual knowledge within TPACK: How has it been done empirically so far?

The technological pedagogical content knowledge (TPACK) framework traditionally describes seven domains of knowledge which teachers rely on for effectively combining technology, pedagogy and content within their teaching contexts. To date, the context construct has been acknowledged interchangeably as both the settings within which teachers operate as well as teachers’ knowledge of their teaching environments. The need to distinguish between the two has been emphasized by Mishra (2019) by explicitly upgrading context as an eighth domain of knowledge of TPACK. To support future research on contextual knowledge, based on a systematic review of the TPACK literature published between 2005 and 2020, this study offers an overview of the current empirical methods, instruments, and findings surrounding this construct. Findings reveal a range of approaches (i.e., self-report, interviews, artifacts, observations, vignettes, and multimethods) for investigating contextual knowledge and the comparison of these approaches and their related findings are discussed

The Impact of a Teacher Education Program Redesign on Technology Integration in Elementary Preservice Teachers

This 5-year multicohort study examined the growth of elementary preservice teachers’ technology integration in the context of a teacher preparation program redesign that made integrating technologies into instruction a major focus. The authors examined how the teacher education program impacted preservice teachers’ technology integration in the classroom by increasing their efficacy to integrate technology and subject areas (i.e., technology, pedagogy, and content knowledge [TPACK] efficacy ) and their technology knowledge. Survey data collected from 891 participants were analyzed using thematic coding, analyses of variance, and structural equation modeling. The full program redesign showed across-cohort growth in TPACK efficacy, technology knowledge, and technology integration frequency, suggesting the possibility of increasing preservice teachers’ technology integration through redesigning the teacher education program. Findings indicated that modeling by teacher educators and cooperating teachers positively impacted TPACK efficacy, technology knowledge, and technology integration frequency. Technology knowledge predicted technology integration frequency. TPACK efficacy empowered preservice teachers with confidence to integrate technology but did not predict technology integration frequency. Implications for teacher education programs are discussed

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

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

Trend of Technological Pedagogical Content Knowledge (TPACK) for Pre-service Science Teacher: A Historical Review

Technological pedagogical content knowledge (TPACK) is critical for effective technology-enhanced education and has been increasing for several years. This research aims to provide a historical overview of TPACK-related studies for pre-service teachers, particularly those in the science department. The databases held 143 papers from 2012 to 2022, which were reviewed in four steps: identification, screening, eligibility, and inclusion, yielding 44 noteworthy articles on TPACK research. The meta-analysis design was utilized in the study, with the parameters of the study's purpose, method/design, sample, data collection, and location. According to the data, most studies measure pre-service teachers' TPACK using a variety of techniques and samples. And recently, the quantitative method has grabbed the lead. TPACK studies have grown in quantity over time, with the emphasis on measuring and enhancing pre-service teachers' TPACK. Despite the fact that the trend is increasing, the Indonesian context is still rare, and this study suggests that additional research into the TPACK environment in Indonesia is essential

Integrating TPACK in Pre-Service Teachers’ EFL Course: Impacts on Perception, Knowledge, and Practices

Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. This mixed-methods study explored the efficacy of integrating four domains of the TPACK framework in an EFL course on the perception and knowledge of (30) pre-service teachers in an Egyptian university. The study also investigated the effect of the TPACK-based course on participants’ lesson plans and teaching practices. Data collection instruments included a test, a questionnaire, observation checklists, lesson plans, and semi-structured interviews. Quantitative analysis showed that pre-service teachers’ knowledge and perception of PCK, TCK, TPK, and TPCK have significantly improved after the course. Qualitative analysis of participants’ lesson plans, observation, and interviews revealed that participants moderately integrated technologies in their instruction and PCK was the most dominant in their teaching. The study provided implications for implementing TPACK in teachers’ education programs

Lessons in persistence: Investigating the challenges faced by preservice teachers in teaching coding and computational thinking in an unfamiliar context

An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers’ pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available

Technology Pedagogical Content Knowledge(TPCK) and Techno Pedagogy Integration Skill ( TPIS) Among Pre-Service Science Teachers- Case Study of a University Based ICT Based Teacher Education Curriculum

The research is partly financed by University of Malaya  Research  Grant Abstract The paper is an attempt to evaluate  an effective Technology  based Teacher Education course for Pre Service Science Teachers. The Technology in Science Education – a core course - is prescribed for an University based Pre-Service Science teachers Education program. The  particular course is evaluated based on the TPACK framework which is an extension of the pedagogical content knowledge (Shulman,1986).The TPACK framework offers a viable and effective  means  for actual tryout  of a  Technology enabled  Teacher Education Program. The volume of research that extruded from the TPCK/TPACK construct has provided deeper understanding of how teacher knowledge is related to pedagogical integration of digital technologies in educational contexts. As part of  curricular transaction during the eleven week semester, the seven  dimensions  of  TPACK viz., Technology Knowledge(TK), Content  Knowledge (CK), Pedagogical Knowledge( PK), Technology Content Knowledge (TCK), Pedagogical content Knowledge (PCK), Technology Pedagogical Knowledge (TPK),TPACK (Technology pedagogical Content  Knowledge)  and  an  eighth  dimension TechnoPedagogy Integration Skill ( TPIS) was evaluated with reference to the attainment of concepts and acquisition of skills. The effectiveness of the course was  assessed by  a  Pre service Teacher’s TPACK assessment inventory which comprised of an achievement test in Science which assessed pre service teachers attainment of science related concepts based on School level Science. The inventory comprised of  a list of questions which pertain to the 7 dimensions as identified by the TPACK framework, The abbreviations and explanations are the same used by Mishra and Kohler( 2006). TechnoPedagogical Integration Skill (TPIS) was assessed by the  assessment of teaching performance using technology before and after the course. Studies  have reported  that  the  implementation of TPACK  framework has  contributed to enhancement of   Technological and Pedagogical concepts  related to the subject (Hammond & Manfra, 2009a; Khan, 2011; Manfra & Hammond, 2008; Schul, 2010a, 2010b,Chai ,Koh and Tsai, 2013,Angeli & Valanides, 2005; Bowers & Stephens, 2011; Mishra & Koehler, 2006; Tee & Lee, 2011; Shafer, 2008). Similar attempts have been  done earlier to  assess  the impact of  TPACK using reliable and valid instruments (Schmidt However, the present study  attempts to evaluate the  effectiveness of  a teacher preparation course with respect to  technological and pedagogical skill  acquisition and deployment for teaching science. Content Analysis of the course  modules  highlighted  possibilities to draw  parallels  with  the TPACK  framework and  it was thus  that is was  used  as a  frame of reference for  the study.  Keywords: TPCK, University based ICT incorporated Teacher education curriculum, Pre service Science teachers DOI: 10.7176/JEP/11-6-07 Publication date: February 29th 202