Mathematics education

Teacher preparation

Pedagogy

Educational technology

Technology integration

Professional development

Psychology

Teacher education

Journal of Digital Learning in Teacher Education

Building upon Shulman’s pedagogical content knowledge and other prior research studies, Mishra and Koehler explicitly designed the TPACK framework, which includes technology as a third domain of knowledge, along with content and pedagogy. This literature review examines preservice teachers’ TPACK development organized around five different research methods (self-report measures, open-ended questionnaires, performance assessments, interviews, and observations). Although several themes related to preservice teachers’ TPACK development were identified from the literature reviewed, teacher educators and in-service teachers modeling the use of technology and preservice teachers’ TPACK development around the seven knowledge domains are discussed in detail. Thus, the intent of this review is to provide a synthesis that closely examines the documented results on preservice teachers’ TPACK development.

Preservice Teachers' TPACK Development: A Review of Literature