Changes in Teacher Training within the TPACK Model Framework: A Systematic Review

Javier Rodríguez Moreno, Miriam Agreda Montoro and Ana María Ortiz Colón
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Javier Rodríguez Moreno: Department of Pedagogy, University of Jaén, 23071 Jaén, Spain
Miriam Agreda Montoro: Department of Pedagogy, University of Jaén, 23071 Jaén, Spain
Ana María Ortiz Colón: Department of Pedagogy, University of Jaén, 23071 Jaén, Spain

Sustainability, 2019, vol. 11, issue 7, 1-10

Abstract: The TPACK model represents a high-impact advance in teacher training regarding their technological, pedagogical and content knowledge. This research presents an analysis of several publications in international databases that address the matter of the TPACK model. Accordingly, a review of the scientific literature applying the documentation as a systematization method was performed. The present study analyses 37 contributions, published between 2014 and 2017, indexed in the Web of Science (WOS) and Scopus databases, with TPACK and TPCK as the applied descriptors. Thus, the documentary analysis was based on four different criteria: public, topic, main results, and methodological design. Results show that all the reviewed publications are mainly focused on studies of basic and higher education where case studies, quantitative empirical studies, and mixed studies are predominant. Consequently, regarding the studies analyzed, there is a lack of longitudinal studies showing the teachers’ actions when applying TPACK in their daily practice.

Keywords: TPACK; TPCK; science education; teacher training; ICT (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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