A Chronological Review of the TPACK Framework in Pre-Service Teacher Education (2006–2025)

Abstract

This review synthesizes research on Technological Pedagogical Content Knowledge (TPACK) in teacher education, focusing on its evolution and detailed analysis to address fragmented understanding and methodological limitations in the field. The review aimed to evaluate TPACK’s conceptual development, assess measurement approaches, synthesize instructional strategies, compare disciplinary and contextual variations, and identify implementation challenges. A systematic analysis of empirical, theoretical, and bibliometric studies from 2006 to 2025, predominantly from Asia, North America, and Europe, was conducted using mixed- method and thematic frameworks. Findings reveal that TPACK has evolved from PCK to a dynamic, integrative framework, yet inconsistencies in definitions and assessment tools persist. Instructional interventions, including collaborative lesson design and technology-infused courses, effectively foster TPACK development; however, they often emphasize technological skills unevenly across different domains. Disciplinary and contextual factors significantly influence TPACK enactment, though cross-disciplinary and socio-cultural investigations remain limited. Common barriers include resource constraints, insufficient training, and resistance to change, compounded by methodological weaknesses in research designs. These findings converge to highlight the need for rigorous, context-sensitive assessment and tailored instructional models. The review underscores theoretical refinement and practical application of TPACK as essential for advancing teacher education programs that integrate technology, pedagogy, and content knowledge effectively.

Keywords: Technological Pedagogical Content Knowledge (TPACK), technology-infused course, instructional interventions