A Rasch analysis of TPACK proficiency: describing what it means to have more or less TPACK

Ralph Saubern, Daniel Urbach, Matthew Koehler, Michael Phillips

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and has been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our understanding of professional knowledge of teachers, the TPACK construct, like the PCK construct on which it is based, remains in flux. Researchers continue to explore key questions about the definition of TPACK and its components, boundaries between the TPACK components, the transformative or integrative nature of TPACK components, and the validity of TPACK measurement. This chapter uses a measurement lens to focus on the description of the TPACK construct. It demonstrates how a ‘construct map’ for TPACK, which describes increasing proficiency in TPACK, can be developed using empirical data gathered from a TPACK survey tool.
Original languageEnglish
Title of host publicationResearch Highlights in Technology and Teacher Education 2019
EditorsDavid C. Gibson, Marilyn N. Ochoa
Place of PublicationWaynesville NC USA
PublisherAssociation for the Advancement of Computing in Education (AACE)
Number of pages9
ISBN (Electronic)9781939797445
Publication statusPublished - 2019


  • Rasch analysis
  • knowledge
  • teachers

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