When knowing does not mean designing: TPACK coherence and disciplinary epistemologies in preservice teachers’ technology integration
Teaching and Teacher Education, cilt.184, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 184
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.tate.2026.105878
- Dergi Adı: Teaching and Teacher Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Educational research abstracts (ERA), Psycinfo
- Anahtar Kelimeler: TPACK, TPACK coherence, Technology integration, Preservice teachers, Mixed methods, Disciplinary epistemology
- Atatürk Üniversitesi Adresli: Evet
Özet
Preservice teachers often demonstrate conceptual TPACK knowledge yet produce pedagogically shallow technology-integrated designs. This explanatory sequential mixed-methods study examined this gap by comparing 73 preservice teachers from two epistemologically contrasting programs (physical education and preschool education) in Türkiye. Results revealed a significant knowledge difference between programs (d = 1.72) but no association between achievement and SAMR-based integration depth (Substitution, Augmentation, Modification, Redefinition; a framework classifying the depth of technology integration): knowing more did not mean designing better. To explain this decoupling, we introduce TPACK coherence, a construct assessing content–pedagogy–technology alignment within design justifications. Higher achievers more frequently produced coherent designs, though coherence was not exclusive to them. Cross-disciplinary comparison revealed that identical technologies served different pedagogical purposes (performance feedback in physical education versus play-based concretization in preschool): disciplinary epistemologies shape not which tools are chosen but why. Findings challenge discipline-generic approaches to technology integration in teacher education.