Self-reported TPACK of teacher educators across six countries in Asia and Europe

Abstract

The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators' TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal-Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers' TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK.

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

“…Other researchers suggest that, although TK, PK and CK are correlated with TPACK, TK is not a significant predictor of TPACK [18]. Studies conducted over the past decade on the integration of technology into educa tion through the TPACK framework support the validity of this model for teacher educa tion [3,9,[19][20][21][22]. The results of these studies show that the greatest progress is made in knowledge of educational content.…”

Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model

“…In contrast, the TCK of female teachers was reported higher than the male teachers ( Ortega-Sánchez and Gómez-Trigueros, 2019 ). However, a study by Castéra et al (2020) came across different results and found no significant difference between genders in terms of teachers’ TPACK.…”

“…In addition, the acquisition of TPACK depends on social, cultural, and contextual attributes, which may vary from one country to another. However, several studies have been investigated teachers’ digital competencies through all the determinants of TPACK in various countries (i.e., Lin et al, 2013 ; Scherer et al, 2018 ; Ortega-Sánchez and Gómez-Trigueros, 2019 ; Acikgul and Aslaner, 2020 ; Castéra et al, 2020 ). But, to the best of our knowledge, this is the first study that aims to examine teachers’ digital competencies via all the mentioned sub-components of TPACK during the pandemic phase, specifically in the context of higher education in Pakistan.…”

Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action

“…This notion of digital competence also corresponds with the framework for teacher knowledge for technology integration called technological pedagogical content knowledge (TPACK), where there are three main components of teachers' knowledge: content, pedagogy, and technology (Koehler and Mishra 2009). The development of TPACK by teachers is internationally understood as critical for effective teaching with technology (Castéra et al 2020;Tunjera and Chigona 2020). The definition of PDC was chosen because the literature is generally in agreement regarding this categorical understanding of PDC as consisting of three aspects (Lund et al 2014;Pettersson 2018;Koehler and Mishra 2009).…”