Systematic Review Of Instruments Measuring Teachers' TPACK

The study examines the assessment of Technological Pedagogical Content Knowledge (TPACK), a framework that integrates technology, pedagogy, and content knowledge for effective teaching. Given the increasing integration of technology in education, it is crucial to understand how TPACK is assessed and the tools used to measure teachers' proficiency in these areas. This study aims to review and analyze tools used to assess TPACK, evaluate their validity and reliability, and provide a synthesis of existing research to inform future developments in TPACK assessment. A systematic review of literature was conducted, focusing on studies related to the evaluation of TPACK. Four research questions guided the review: (1) general understanding and application of TPACK, (2) available tools for assessing TPACK, (3) validity of these tools, and (4) reliability of these tools in various educational contexts. The findings reveal a diverse range of tools used to assess TPACK, including surveys, self-assessment instruments, and observational methods. While some tools demonstrate strong validity and reliability, others exhibit inconsistencies, particularly in specific educational contexts and subject domains. There is no universally accepted tool for assessing TPACK, and current tools show varying degrees of effectiveness. Future research is needed to develop standardized tools with better validity and reliability to measure the integration of technology in teaching practices. Keywords: TPACK, assessment tools, reliability, validity, educational technology.