A Meta-Analysis of the Validity Evidence of Technological Pedagogical and Content Knowledge (TPACK) Self-Report Assessments

We conducted a systematic review with a meta-analysis to investigate the existing body of validity for the self-assessment questionnaires of technological pedagogical content knowledge (TPACK) as evidence abounds in divergent findings, for instance on the factor structure of TPACK self-reports across pre- and in-service teacher samples. First, we examined the internal validity of TPACK by analyzing its factor structure using meta-analytic structural equation and network modeling. Second, we compared two theoretical models describing the relations among the TPACK dimension—the transformative and integrative models—against the data. Third, we assessed the external validity of self-reported TPCK by examining its correlation with actual technology use in teaching.