Teacher Education Interventions on Teacher TPACK: A Meta-Analysis Study

Abstract

Teacher education is an important strategy for developing teachers’ technological pedagogical content knowledge (TPACK). Many schools in the world have incorporated the training into teacher education plans. However, there has been controversy in academic circles concerning the effects of teacher education intervention in promoting the development of teacher TPACK. Therefore, this study used a meta-analysis approach to review the published literature on teacher education programs to determine the impact on TPACK. The results showed that teacher education intervention positively affected TPACK (d = 0.839, p < 0.0001). Besides cultural background, experimental participants, types, sample types, intervention durations, differences in measurement methods, intervention types, and learning environments are the reasons for the differences in the effects of the interventions. The research design using random experiments had a significant positive effect on the size, which was significantly higher than that of the quasi-experiment. The longer the duration of teaching intervention, the stronger the improvement effect of teachers’ TPACK. There are significant differences in improving TPACK between teaching interventions, and the effect is more obvious. Teacher education intervention has a greater and slightly smaller impact on theoretical and practical knowledge. However, cultural background, experimental participant, sample type, and learning environment have no significant effect on teacher education intervention.

Teaching Biology Lessons Using Digital Technology: A Contextualized Mixed-Methods Study on Pre-Service Biology Teachers’ Enacted TPACK

“…Studies examining TPACK as enacted in the classroom while considering contextual factors are relatively rare [31,[43][44][45]. More knowledge is needed to understand how TPACK is implemented in real classrooms [46,47]. From a methodological perspective, studies in this field rely mainly on rubrics, scarcely considering contextual factors.…”

Exploring Informatizaon Instructional Core Competence of Higher Vocational College Teacher for Professional Development

“…Their knowledge structure must shift from knowledge of pedagogical content to knowledge of technological pedagogical content (Marcelo & Yot-Domínguez, 2019). Teachers' decision-making ability, planning ability and pedagogical knowledge are intricately built upon a solid foundation of professional expertise, which forms the cornerstone of their knowledge and lays the groundwork for fundamental classroom requirements (Ning et al, 2022). In this context, TPACK is utilised in this study as a robust theoretical foundation to systematically analyse and discuss the evolution of the informationized instructional competence of higher vocational college teachers based on the components of TK, CK, PK, TCK, PCK, and TPK in the comprehensive framework of TPACK.…”

Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory

“…Multiple tasks can cause the teachers to be under constant pressure from school inspectors [12,13]. During the summer and winter holidays, there are many training courses on learning media or dynamic mathematics software for improving technological teaching skills [14][15][16]. Additionally, teachers have to prepare lesson plans during holidays for the next semester.…”