A meta synthesis study on the technological pedagogical content knowledge model

The purpose of this study is to provide a comprehensive evaluation of the existing literature by examining the programs and strategies designed to develop preservice and in-service teachers' technological pedagogical content knowledge (TPACK), their classroom practices, the assessment tools employed to evaluate TPACK, the influence of teachers' attitudes, beliefs, and self-efficacy perceptions on technology integration, as well as the applications of TPACK across different disciplines. A comprehensive search was conducted in the Scopus and Web of Science databases using predetermined keywords. Among the studies published between 2015 and 2024, 101 articles that met the inclusion criteria were analyzed. The research employed the meta-synthesis method, which aims to identify similarities and differences across studies on a given topic. The collected data were analyzed through a seven-step content analysis process, and the findings were categorized and sub-categorized for in-depth examination. The findings indicate that the most common strategies employed to enhance TPACK include workshops, teacher education programs, project-based learning, microteaching practices, and online learning environments. In classroom implementations of TPACK, instructional strategies and pedagogical approaches are emphasized, while varying levels of technology integration are observed. Regarding the assessment of TPACK, scales and questionnaires are the most frequently utilized instruments, typically addressing cognitive, pedagogical, and technological dimensions simultaneously. Teachers' attitudes, beliefs, and self-efficacy perceptions are found to have a direct impact on technology integration, particularly through factors such as motivation, self-efficacy, and pedagogical flexibility. Discipline-specific analyses reveal that TPACK applications are more prevalent in science and mathematics, whereas fewer studies focus on social sciences. The results demonstrate that TPACK provides a robust theoretical framework for explaining technology integration in education. However, issues concerning the validity and reliability of measurement instruments, the predominance of short-term interventions, and the concentration of studies within specific disciplines are identified as major limitations. For future research, it is recommended to conduct more longitudinal intervention studies, expand investigations into a wider range of disciplines, and develop TPACK measurement instruments based on stronger psychometric foundations. Keywords: Technological pedagogical content knowledge, TPACK, meta-synthesis, teacher education, technology integration.