Résumés
Abstract
Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.
Keywords:
- TPACK,
- instructional technology,
- professional development,
- self-efficacy
Résumé
Les études sur les connaissances du contenu pédagogique technologique (TPACK, par ses sigles en anglais) ont augmenté au cours des dernières années, cependant, il y a un manque d'études qui ont examiné et synthétisé de manière exhaustive des données sur l'auto-efficacité TPACK des enseignants. La présente revue de literature visait à fournir des données sur les méthodes de recherche, les échantillons de l'étude, les domaines d'études et les approches d'évaluation utilisées dans les études TPACK à ce jour. La revue visait également à analyser l'auto-efficacité TPACK des enseignants, les croyances d'auto-efficacité, l'auto-efficacité en matière informatique et le soutien technologique concernant le développement professionnel. Cinq meilleurs paris (les bases de données les plus recherchées) ont été sélectionnés sur la plateforme hôte d'Electronic Business Source Complete (EBSCO). Une sélection à partir du résumé a été effectué pour 136 articles évalués par des pairs, et 75 articles ont été sélectionnés pour un examen détaillé. Les analyses se sont concentrées sur l'apparition, à travers l'année, des études sur le TPACK, des méthodes de recherche, des échantillons d'étude, des domaines d’études et des approches d'évaluation utilisées. La croissance et le développement de l'auto-efficacité TPACK ont été examinés en utilisant une approche narrative. Les résultats ont indiqué que les interventions de perfectionnement professionnel ont été efficaces pour améliorer l'auto-efficacité TPACK des enseignants. En outre, les pratiques d'argumentation basées sur le TPACK ont aidé les participants à renforcer leurs perceptions vers l'intégration de la technologie dans les salles de classe. Les implications des résultats pour les programmes de perfectionnement des enseignants et d'autres activités de perfectionnement professionnel ont été présentées.
Mots-clés :
- TPACK,
- auto-efficacité,
- technologie d’enseignement,
- perfectionnement professionnel
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