From Measuring to Action: The Next Steps in Physics Teachers’ Technological Pedagogical Content Knowledge

Abstract

The Technological, Pedagogical Content Knowledge (TPACK) model serves as a comprehensive conceptual framework that delineates the essential knowledge domains teachers must possess to effectively integrate technology within educational settings. By synthesizing technological knowledge, pedagogical knowledge, and content knowledge, TPACK empowers educators to create innovative, engaging, and meaningful learning experiences that cater to diverse student needs. Extensive research has indicated that teaching practices informed by the TPACK framework can significantly enhance student motivation, foster critical thinking skills, and improve overall academic performance. Moreover, the successful implementation of TPACK is contingent upon several critical factors, including ongoing professional development opportunities for educators, the availability of adequate technological resources, and the cultivation of a supportive school culture that encourages collaboration and experimentation. A recent paper presents, the results of a quantitative study conducted using the TPACK questionnaire. Data are collected utilizing the database of the Association of Physics Teachers of Georgia. Confirmatory factor analysis for the constructs’ reliability is conducted. The results of the factor analysis are grouped into four factors, which differ from those in other studies and are discussed below. Based on these findings, recommendations are provided for the improvement and integrating technology into physics teacher education.