Against the backdrop of digitalization, it is imperative to provide pre-service teachers with adequate training opportunities to foster their professional knowledge regarding technology integration in teaching-learning situations. However, to date, only limited insights into the empirical nature of such knowledge – often subsumed under the term Technological Pedagogical and Content Knowledge (i.e., TPCK) – are possible given the heterogeneity of prior research investigating the empirical relationship between different knowledge components. This heterogeneity is likely due to the predominant use of self-reports in previous studies. Against this background, the present study pursued two goals. The first goal was to investigate the empirical nature of TPCK among pre-service teachers, utilizing test-based instruments to explore TPCK's nature from a subject-specific angle, that is, its relationship with Pedagogical Content Knowledge (PCK) and Technological Knowledge (TK). Given the widespread use of self-reports, the study's second goal was to examine the relationship between test-based and self-reported TPCK, exploring possible associated factors (e.g., pre-service teachers' gender, prior experience in teaching with technologies in school, or metacognitive accuracy) that may explain why both measures are linked only weakly. Findings reveal that both PCK and TK statistically predicted TPCK to a similar extent highlighting the integrated nature of TPCK. The relationship between test-based and self-reported TPCK was moderated by pre-service teachers' metacognitive accuracy, but not by their gender or prior experience. Together, these insights offer valuable guidance for refining teacher training regarding effective technology integration by indicating the need to target not only PCK and TK but also TPCK.

中文翻译：

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揭开 TPACK：使用基于测试的仪器从特定主题的角度研究 TPACK 的内在结构


在数字化背景下，必须为职前教师提供充分的培训机会，以培养他们在教学环境中技术整合的专业知识。然而，迄今为止，鉴于调查不同知识组成部分之间的经验关系的先前研究的异质性，对此类知识的经验性质（通常归入技术教学和内容知识（即 TPCK））的认识有限。这种异质性可能是由于之前的研究主要使用自我报告。在此背景下，本研究追求两个目标。第一个目标是调查职前教师TPCK的实证性质，利用基于测试的工具从特定学科的角度探讨TPCK的性质，即它与教学内容知识（PCK）和技术知识（TK）的关系）。鉴于自我报告的广泛使用，该研究的第二个目标是检查基于测试的 TPCK 和自我报告的 TPCK 之间的关系，探索可能的相关因素（例如，职前教师的性别、学校技术教学的先前经验） ，或元认知准确性），这可以解释为什么这两种措施之间的联系很弱。研究结果表明，PCK 和 TK 在统计上预测 TPCK 的程度相似，凸显了 TPCK 的整合性质。基于测试的 TPCK 和自我报告的 TPCK 之间的关系受到职前教师元认知准确性的调节，但不受其性别或先前经验的调节。 总之，这些见解表明不仅需要针对 PCK 和 TK，还需要针对 TPCK，从而为完善有关有效技术集成的教师培训提供了宝贵的指导。