Linking performance-based TPACK to the quality of lesson plans and explanatory videos in teacher education
Bibliographic Data
| ID | 22167170 |
|---|---|
| Authors | Lena von Kotzebue (0000-0001-6056-8528, University of Salzburg, corresponding author) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-07-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1857501 |
| OpenAlex | W7167024166 |
| Language | EN |
| References cited | 56 |
This study explores how preservice teachers employ technological pedagogical content knowledge (TPACK) when designing lessons and producing explanatory videos. It examines whether self-reported and performance-assessed TPACK are associated with the quality of these technology-enhanced teaching products and how motivational orientations and prior digital experience relate to both forms of TPACK. Thirty-eight Austrian preservice biology teachers developed technology-supported lesson plans and explanatory videos, which were evaluated using theory-based analytical models and quality criteria. Findings from this exploratory study indicate that performance-assessed TPACK, but not self-reported TPACK, was positively associated with lesson plan quality and, to a lesser extent, with explanatory video quality. Prior digital experience was positively associated with performance-assessed TPACK, whereas motivational orientations were associated with self-reported TPACK. Given the small convenience sample and cross-sectional design, these results should be interpreted as preliminary associations rather than causal or broadly generalizable evidence. The findings point to the potential value of performance-based assessments of digital teaching competence and underscore the role of practice-oriented learning opportunities in teacher education. The study contributes to current discussions on how TPACK can be assessed and fostered through authentic, technology-enhanced instructional design tasks while also highlighting the need for replication with larger and more diverse samples
Explanatory model · Exploratory research · Lesson plan · Teacher education · Teacher Quality · Literacy, Media, and Education · Mathematics Education and Teaching Techniques · Science Education and Pedagogy
Technological Pedagogical Content Knowledge (TPACK)
Unpacking teachers’ intentions to integrate technology
Problem-Based Learning
The Icap Framework
Technological Pedagogical and Content Knowledge
Effects of flipping the classroom on learning outcomes and satisfaction
Autonomous motivation for teaching
Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
The effects of mobile phone use on academic performance
Professional competence of teachers
The Measurement of Observer Agreement for Categorical Data
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Technological Pedagogical Content Knowledge
The EnTPACK rubric
Teaching Biology Lessons Using Digital Technology
Using digital technology to promote higher education learning
Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles
Stichwort
Authentic insights into science
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK)
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model
The potential of digital tools to enhance mathematics and science learning in secondary schools
The authenticity dilemma
Learning progress mediates the link between cognitive effort and task engagement
Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers
The nature of learning tasks and knowledge acquisition
| Citation velocity | historical |
|---|---|
| Highly cited | No |