Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers in Education, 157(2020). https://dx.doi.org/10.1016/j.compedu.2020.103967

Abstract: 

“Technological Pedagogical Content Knowledge (TPACK) is regarded as one of the most important models describing teachers’ competencies for successfully teaching with technology. TPACK is most frequently assessed by  means of  self-report questionnaires, which beside their inherent methodological limitations present constraints related either to the validity, reliability, or prac-tical applicability of  existing instruments. Furthermore, the  internal structure of  the  TPACK framework is a topic of debate. The two goals of this study were (1) to develop a valid and reliable short questionnaire for measuring TPACK (TPACK.xs), and (2) to use this instrument to investi-gate TPACK’s internal relations, assessing whether the framework reflects an integrative or a transformative view regarding how the  TPACK knowledge domains interact. An  initial ques-tionnaire of  42  items was administered to  117 pre-service upper secondary school teachers. Reliability analysis and confirmatory factor analysis were used to reduce the number of items per subscale and fit the model. Structural equation modelling investigated the internal relations be-tween components. Results show that the final TPACK.xs questionnaire, consisting of 28 items, can  be  considered a  valid and  reliable instrument for  assessing pre-service teachers’ TPACK. Furthermore, the internal relations of knowledge components support a transformative view of the TPACK model.”