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Teacher Education Interventions on Teacher TPACK: A Meta-Analysis Study

Author

Listed:
  • Yimin Ning

    (School of Mathematics and Statistics, Guangxi Normal University, Guilin 541006, China)

  • Ying Zhou

    (School of Mathematics and Statistics, Guangxi Normal University, Guilin 541006, China)

  • Tommy Tanu Wijaya

    (School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China)

  • Jihe Chen

    (New Century School, Dongguan 523700, China)

Abstract

Teacher education is an important strategy for developing teachers’ technological pedagogical content knowledge (TPACK). Many schools in the world have incorporated the training into teacher education plans. However, there has been controversy in academic circles concerning the effects of teacher education intervention in promoting the development of teacher TPACK. Therefore, this study used a meta-analysis approach to review the published literature on teacher education programs to determine the impact on TPACK. The results showed that teacher education intervention positively affected TPACK (d = 0.839, p < 0.0001). Besides cultural background, experimental participants, types, sample types, intervention durations, differences in measurement methods, intervention types, and learning environments are the reasons for the differences in the effects of the interventions. The research design using random experiments had a significant positive effect on the size, which was significantly higher than that of the quasi-experiment. The longer the duration of teaching intervention, the stronger the improvement effect of teachers’ TPACK. There are significant differences in improving TPACK between teaching interventions, and the effect is more obvious. Teacher education intervention has a greater and slightly smaller impact on theoretical and practical knowledge. However, cultural background, experimental participant, sample type, and learning environment have no significant effect on teacher education intervention.

Suggested Citation

  • Yimin Ning & Ying Zhou & Tommy Tanu Wijaya & Jihe Chen, 2022. "Teacher Education Interventions on Teacher TPACK: A Meta-Analysis Study," Sustainability, MDPI, vol. 14(18), pages 1-21, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:18:p:11791-:d:919227
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    References listed on IDEAS

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    1. Ching Sing Chai & Yuli Rahmawati & Morris Siu-Yung Jong, 2020. "Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning," Sustainability, MDPI, vol. 12(21), pages 1-14, October.
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    Cited by:

    1. Xin Jian & Tommy Tanu Wijaya & Qingchun Yu, 2022. "Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory," IJERPH, MDPI, vol. 20(1), pages 1-20, December.
    2. Alpay Aksin, 2023. "Examining the Factors Related to the Technological Pedagogical and Content Knowledge Levels of Preservice Social Studies Teachers," SAGE Open, , vol. 13(4), pages 21582440231, November.

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