Scholarlink

<p>This study examines how to improve the Technological Pedagogical Content Knowledge (TPACK) competence of preservice and in-service teachers in science education. Using the PRISMA framework, a systematic literature review was conducted on 43 empirical studies indexed in the Scopus database between 2020 and 2025. The selected studies were critically appraised and synthesized thematically to address two research questions concerning TPACK research trends and intervention types. The findings reveal a growing and cross-disciplinary body of TPACK research concentrated predominantly in Europe and North America, with qualitative and mixed-method designs dominating the field. Regarding interventions, programs were the most frequently implemented approach, followed by learning approaches and learning models. Interventions that incorporated sustained practice, reflection, collaboration, and authentic teaching experiences tended to support more comprehensive TPACK development. Although most interventions reported positive effects, many studies still focused on developing individual TPACK components rather than integrating knowledge, skills, and attitudes as a unified competency. Based on these findings, this study proposes an instrument development framework and a REWork Strategies as conceptual contributions to support the sustainable development of TPACK competencies among preservice and in-service science teachers.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

How to Improve TPACK in Science Education: Systematic Literature Review of Empirical Studies

  • 期刊论文

  • 发表日期：

    2026年7月10日

查看全文
  • Mohd Zaidi Bin Amiruddin,
  • Nanang Winarno,
  • Achmad Samsudin,
  • Andi Suhandi,
  • Bayram Costu,
  • Kristóf Fenyvesi

摘要

This study examines how to improve the Technological Pedagogical Content Knowledge (TPACK) competence of preservice and in-service teachers in science education. Using the PRISMA framework, a systematic literature review was conducted on 43 empirical studies indexed in the Scopus database between 2020 and 2025. The selected studies were critically appraised and synthesized thematically to address two research questions concerning TPACK research trends and intervention types. The findings reveal a growing and cross-disciplinary body of TPACK research concentrated predominantly in Europe and North America, with qualitative and mixed-method designs dominating the field. Regarding interventions, programs were the most frequently implemented approach, followed by learning approaches and learning models. Interventions that incorporated sustained practice, reflection, collaboration, and authentic teaching experiences tended to support more comprehensive TPACK development. Although most interventions reported positive effects, many studies still focused on developing individual TPACK components rather than integrating knowledge, skills, and attitudes as a unified competency. Based on these findings, this study proposes an instrument development framework and a REWork Strategies as conceptual contributions to support the sustainable development of TPACK competencies among preservice and in-service science teachers.