The disparity between performance-based and self-reported measures of TPACK: Implications for teacher education and professional development

Abstract

The concept of technological, pedagogical, and content knowledge is influenced by various factors and can be assessed using self-assessment scales. However, relying solely on these scales raises concerns. This study comparing two teacher recruitment and training methods found that longer-term training resulted in better pedagogical and technological knowledge, while the short-term training group excelled in content knowledge. However, there were no significant differences in other TPACK components. The study also emphasized that teachers often overestimate their knowledge, underscoring the importance of comprehensive training programs and multiple assessment methods to evaluate teacher skills and knowledge.