TPACK and Teachers’ Self-Efficacy: A Systematic Review

Suresh Joshi

doi:10.21432/cjlt28280

Authors

Suresh Joshi Chandigarh University, Punjab, India

DOI:

https://doi.org/10.21432/cjlt28280

Keywords:

TPACK, instructional technology, professional development, self-efficacy

Abstract

Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.

Author Biography

Suresh Joshi, Chandigarh University, Punjab, India

Suresh C. Joshi is Professor of Learning Design and Technology and Organizational Behavior. Currently he is working as Executive Director of the Centre for Distance and Online Learning at Chandigarh University, Punjab, India. His research interests include instructional design and technology, artificial intelligence, metaverse, pedagogical innovations, social-emotional learning, self-regulation, psychological well-being, and leadership in crisis. His PhD research revolved around developing a theoretical framework for the correlation between cell phone use and sleep quality, academic performance, and psychological well-being. Dr. Joshi is a certified instructor from the Center for Teaching Excellence at Texas A&M University, USA. He has developed a teaching model based on low-cost pedagogical game tools for which he was awarded a Fulbright fellowship from the US Department of State. He has published around 40 research papers and four books.

References

Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. https://doi.org/10.1080/21532974.2011.10784670

Abebe, F. F., Gaskill, M., Hansen, T., & Liu, X. (2022). Investigating K-12 pre-service teacher TPACK in instructional technology learning. International Journal of Teacher Education and Professional Development, 5(1), 1-16. https://doi.org/10.4018/ijtepd.2022010104

Akapame, R., Burroughs, E., & Arnold, E. (2019). A clash between knowledge and practice: A case study of TPACK in three preservice secondary mathematics teachers. Journal of Technology and Teacher Education, 27(3), 269–304. https://www.learntechlib.org/p/208634/

Alotumi, M. (2020). The effect of computer-assisted language learning project (CALLP) on yemeni EFL student teachers’ perceived TPACK self-efficacy. International Journal of Research in English Education, 5(4), 14-40. https://doi.org/10.29252/ijree.5.4.14

Altun, D. (2019). Investigating preservice early childhood education teachers’ technological pedagogical content knowledge (TPACK) competencies regarding digital literacy skills and their technology attitudes and usage. Journal of Education and Learning, 8(1), 249–263. https://eric.ed.gov/?id=EJ1203450

Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

Anderson, S., Grifith, R., & Crawford. L. (2017). TPACK in special education: Preservice teacher decision making while integrating iPads into instruction. Contemporary Issues in Technology and Teacher Education, 17(1), 97-127. https://www.learntechlib.org/primary/p/173323/

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006

Bakar, N. S., Maat, S. M., & Rosli, R. (2020). Mathematics teacher’s self-efficacy of technology integration and technological pedagogical content knowledge. Journal on Mathematics Education, 11(2), 259-276. https://doi.org/10.22342/jme.11.2.10818.259-276

Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.

Baran, E., Chuang, H. H., & Thompson, A. (2011). TPACK: an emergent research and development tool for teacher educators. Turkish Online Journal of Educational Technology, 10, 4, 370–377.

Berkant, H. G., & Baysal, S. (2018). An analysis of the changes in preservice teachers’ perceptions towards teacher self-Efficacy and academic self-efficacy and their relations with several variables. International Online Journal of Educational Sciences, 10(4), 164–182. https://doi.org/10.15345/iojes.2018.04.009

Bingimlas, K. (2018). Investigating the level of teachers’ knowledge in technology, pedagogy, and content (TPACK) in Saudi Arabia. South African Journal of Education, 38(3). https://eric.ed.gov/?id=EJ1191284

Birisci, S., & Kul, U. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75–93. https://doi.org/10.30935/cet.512537

Buss, R., Wetzel, K., Foulger, T., & Lindsey, L. (2018). Preparing teachers to integrate technology into K-12 instruction II: Examining the effects of technology-infused methods courses and student teaching. Journal of Digital Learning in Teacher Education, 34(3), 134–150. https://doi.org/10.1080/21532974.2015.1055012

Cai, W., Wen, X., Cai, K., & LV, Z. (2019). Measure and improvement path of TPACK context of professional teachers of civil engineering in higher education. Review of Research and Social Intervention, 65, 276–291. http://dx.doi.org/10.33788/rcis.65.17

Cankaya, P. (2018). The exploration of the self-efficacy beliefs of English language teachers and student teachers. Journal of Language & Linguistics Studies, 14(3), 12–23. http://www.jlls.org/index.php/jlls/article/view/724/388

Cengiz, C. (2014). The development of TPACK, technology integrated self-efficacy and instructional technology outcome expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411-422. https://doi.org/10.1080/1359866x.2014.932332

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards based approach. Belmont, CA: Wadsworth.

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51. https://www.jstor.org/stable/10.2307/jeductechsoci.16.2.31

Çoban, G. U., Akpınar, E., Baran, B., Sağlam, M. K., Özcan, E., & Kahyaoğlu, Y. (2016). The Evaluation of “Technological Pedagogical Content Knowledge based Argumentation Practices” Training for Science Teachers. Education and Science, 41(188), 1-33. https://dx.doi.org/10.15390/EB.2016.6615

Cox, S., & Graham, C. R. (2009). Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69.

Coyne, J., Lane, M., Nickson, L., Hollas, T., & Potter, J. (2017). Assessing preservice teachers’ attitudes and self-efficacy in using technology in the classroom. Teacher Education & Practice, 30(4), 637–651.

Dassa, L., & Nichols, B. (2019). Self-efficacy or overconfidence? Comparing preservice teacher self-perceptions of their content knowledge and teaching abilities to the perceptions of their supervisors. New Educator, 15, 156. https://doi.org/10.1080/1547688X.2019.1578447

DeSantis, J. D. (2013). Exploring the effects of professional development for the interactive whiteboard on teachers’ technology self-efficacy. Journal of Information Technology Education: Research, 12, 343-362. http://www.jite.org/documents/Vol12/JITEv12ResearchP343-362DeSantis0374.pdf

Fathi, J., & Yousefifard, S. (2019). Assessing language teachers’ technological pedagogical content knowledge (TPACK): EFL students’ perspectives. Research in English Language Pedagogy, 2, 255. https://doi.org/10.30486/relp.2019.665888

Ferdiansyah, D. S., Patmanthara, S., & Suswanto, H. (2022). Evaluation of technological pedagogical content knowledge (TPACK) teachers of SMK Negeri 6 Malang (Case study of electrical power installation engineering and Autotronic engineering). Technium Social Sciences Journal, 27, 70-82. https://doi.org/10.47577/tssj.v27i1.5513

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010

Harris, J., Mishra, P., & Koehler, M. J. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536

Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., Horst, H. A., Lange, P. G., Mahendran, D., Martinez, K. Z., Pascoe, C. J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: The MIT Press.

Joo, Y., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48–59. https://www.semanticscholar.org/paper/Factors-Influencing-Preservice-Teachers'-Intention-Joo-Park/2658259be39a45527421624c04a0d33e52db9647

Kabakci-Yurdakul, I. (2018). Modeling the relationship between preservice teachers’ TPACK and digital nativity. Educational Technology Research & Development, 66(2), 267–281. https://doi.org/10.1007/s11423-017-9546-x

Kan, A. U., & Yel, E. (2019). The relationship between self-efficacy beliefs of teacher candidates and their attitudes about computer-assisted instruction. International Online Journal of Educational Sciences, 11(3), 248–264. https://doi.org/10.15345/iojes.2019.03.017

Kazu, I. Y., & Erten, P. (2014). Teachers' Technological Pedagogical Content Knowledge Self-Efficacies. Journal of Education and Training Studies, 2(2), 126-144.

Kereluik, K., Mishra, P., & Koehler, M. J. (2010). On Learning to Subvert Signs: Literacy, Technology and The TPACK Framework. The California Reader, 44(2), 12-18.

Kılıc, A., Aydemir, S., & Kazanc, S. (2019) The Effect of Technological Pedagogical Content Knowledge (TPACK) based Blended Learning Environment on Pre-Service Science Teachers TPACK and Classroom Practices. Elementary Education Online, 18(3), 1208-1232. https://doi.org/10.17051/ilkonline.2019.611493

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The Development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV

Koehler, M. J. & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on Innovation & Technology (Ed.), Handbook of technological pedagogical content knowledge for educators (pp. 3–29). New York: Routledge.

Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the Development of Teacher Knowledge in a Design Seminar: Integrating Content, Pedagogy and Technology. Computers & Education, 49(3), 740-762.

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. M. Spector (Ed.), Handbook of research on educational communications and technology (pp. 101–111). New York, NY: Springer.

Koh, J. H. F., Chai, C. S., & Lim Y. W. (2016). Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848

López-Vargas, O., Duarte-Suárez, L., & Ibáñez-Ibáñez, J. (2017). Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(3), 264–277. https://doi.org/10.1177/1365480217704263

McDaniel, M. (n.d.). A-Z databases. LibGuides at Eastern Illinois University. https://eiu.libguides.com/az.php?s=165213

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Oda, K., Herman, T., & Hasan, A. (2020). Properties and impacts of TPACK-based GIS professional development for in-service teachers. International Research in Geographical and Environmental Education, 29(1), 40–54. https://doi.org/10.1080/10382046.2019.1657675

Qiu, C., He, H., Chen, G., & Xiong, M. (2022). Pre-service teachers’ perceptions of technological pedagogical content knowledge in Mainland China: A survey of teachers of Chinese as a second language. Education and Information Technologies. https://doi.org/10.1007/s10639-022-10888-x

Polly, D. (2011). Teachers’ learning while constructing technology-based instructional resources. British Journal of Educational Technology, 42, 6, 950–961. https://doi.org/10.1111/j.1467-8535.2010.01161.x

Raygan, A., & Moradkhani, S. (2020). Factors influencing technology integration in an EFL context: Investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 1-22. https://doi.org/10.1080/09588221.2020.1839106

Rocha, A., Mota, P., & Coutinho, C. P. (2011). TPACK: Challenges for Teacher Education in the 21st Century. 15th Biennial of the International Study Association on Teachers and Teaching, 4-5, 37-44. University of Minho, Portugal, Braga. http://repositorium.sdum.uminho.pt/bitstream/1822/14823/1/AuroraPedroCD-ProceedingsISATT2011.pdf

Saudelli, M. G., & Ciampa, K. (2016). Exploring the role of TPACK and teacher self-efficacy: an ethnographic case study of three iPad language arts classes. Technology, Pedagogy, and Education, 25(2), 227-247. https://doi.org/10.1080/1475939X.2014.979865

Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004

Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Simsek, O., & Sarsar, F. (2019). Investigation of the self-efficacy of the teachers in technological pedagogical content knowledge and their use of information and communication technologies. World Journal of Education, 9(1), 196–208.

Simsek, O., & Yazar, T. (2019). Examining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkey. Contemporary Educational Technology, 10(3), 289–308. https://doi.org/10.30935/cet.590105

The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. (2021, March 29). The BMJ. https://www.bmj.com/content/372/bmj.n71

Tokmak, H. S., & Incikabi, L. (2013). An Investigation of Change in Mathematics, Science, and Literacy Education Pre-service Teachers’ TPACK. Asia-Pacific Educational Research, 22, 407–415. https://doi.org/10.1007/s40299-012-0040-2

Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge—A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x

Wetzel, K., Buss, R., Foulger, T. S., & Lindsey, L. (2014). Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas. Journal of Digital Learning in Teacher Education, 30(3), 89-103. https://doi.org/10.1080/21532974.2014.891877

Willermark, S. (2017). Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 2016. Journal of Educational Computing Research, 56(3), 1–29. https://doi.org/10.1177/0735633117713114

Wu, Y. T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44(3), E73–E76. https://eric.ed.gov/?redir=http%3a%2f%2fdx.doi.org%2f10.1111%2fj.1467-8535.2012.01349.x

Young, J. R., Young, J., Hamilton, C., & Pratt, S. S. (2019). Evaluating the effects of professional development on urban mathematics teachers TPACK using confidence intervals. Journal of Research in Mathematics Education, 8(3), 312–338. https://eric.ed.gov/?id=EJ1233146

Yulisman, H., Widodo, A., Riandi, R., & Nurina, C. (2019). Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK. Indonesian Journal of Biology Education, (2), 185. https://doi.org/10.22219/jpbi.v5i2.7818

Zahwa, I., Saptono, S., & Dewi, P. (2021). The interrelation among course mastery, technology integration self efficacy, and technological pedagogical content knowledge (TPACK) of prospective science teachers. Journal of Innovative Science Education, 9(3). https://doi.org/10.15294/jise.v9i2.40177

Zhang, M., & Chen, S. (2022). Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology. Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2021.2013396