How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education

Bibliographic Data

ID21496643
AuthorsJ Weidlich (0000-0002-1926-5127, DIPF | Leibniz Institute for Research and Information in Education), Marco Kalz (0000-0003-1471-5827, Heidelberg University of Education, corresponding author)
Year2026
Volume49
Issue1
Pages168-188
Publication date2026-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0261-9768 • E-ISSN: 1469-5928
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02619768.2023.2243645
OpenAlexW4385584331
LanguageEN
Citations received13
References cited46

Past research has identified deficits in knowledge of student teachers regarding integration of technology in teaching leading to a need to investigate the efficacy of teacher training initiatives. There is a gap in understanding of developmental trajectories of these skills, as well as whether other factors moderate this. Using the TPACK-Model, the current study presents an analysis (N = 526) of a teacher training at a University of Education in Germany. Overall, results suggest trajectories where some knowledge domains are positively associated with study progress while others are not. Specifically, technology-related knowledge mostly does not show an association with study progress. However, this phenomenon is moderated by gender, suggesting that women report lower skills in technology-related dimensions and no associations with study progress. Our results illustrate the necessity to improve teacher training so that preservice teachers in general, but especially women, feel better qualified to integrate technology into the classroom

Higher education · Mathematics education · Pedagogy · Teacher education · Teaching method · Technology integration · Child Development and Digital Technology · Digital literacy in education · Gender and Technology in Education · Psychology

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