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- Vol 7 RE: Chapter 9, App D
technological pedagogical content knowledgeteacher self-efficacypreservice teachersconfirmatory factor analysisintegrative knowledge modeltechnology integrationscale developmentteacher assessmentJournal article Evidence summaryAt a glance
Schmid, Brianza, and Petko develop TPACK.xs, a concise self-report instrument for teachers’ technological pedagogical content knowledge. Existing questionnaires were often lengthy, difficult to use, or psychometrically ambiguous.
Key ideas
The authors generate and refine items representing technological, pedagogical, and content knowledge and their intersections, then test the scale with preservice teachers. Reliability and confirmatory factor analyses support a short instrument that can be administered economically. The study also compares two conceptions of TPACK: an integrative model in which component knowledge domains remain distinguishable and combine, and a transformative model in which TPACK functions as a more unified competence. Results provide stronger support for the integrative structure in this sample.
Why it matters
Because scores are self-reports, they indicate perceived knowledge rather than direct classroom performance, and the factor solution needs replication across populations, subjects, and languages. For researchers and teacher educators, TPACK.xs offers a practical diagnostic or programme-evaluation measure, best supplemented with lesson plans, observations, performance tasks, or portfolios when claims concern enacted technology integration.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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