In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent empirical studies that utilized TPACK assessments and determined whether they should be included in our analysis using a set of criteria. We then conducted a study-level analysis focusing on empirical studies that met our initial search criteria. In addition, we conducted a measurement-level analysis focusing on individual measures. Based on our measurementlevel analysis, we categorized a total of 141 instruments into five types (i.e., self-report measures, open-end questionnaires, performance assessments, interviews, and observations) and investigated how each measure addressed the issues of validity and reliability. We concluded our review by discussing limitations and implications of our study.
|Original language||English (US)|
|Title of host publication||Educational Technology, Teacher Knowledge, and Classroom Impact|
|Subtitle of host publication||A Research Handbook on Frameworks and Approaches|
|Number of pages||16|
|State||Published - 2011|
ASJC Scopus subject areas
- Social Sciences(all)