Ronny Scherer|Jo Tondeur|Fazilat Siddiq
On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model
University of Oslo|Vrije Universiteit Brussel|Nordic Institute for Studies in Innovation, Research and Education
technological pedagogical content knowledge tpack framework framework proposes set knowledge domains essential effective teaching technology gained considerable attention domain education technology efforts conceptualize knowledge domains comes question extent distinguished empirically hence present study examines measure assesses preservice teachers selfefficacy technologyrelated tpack dimensions tdimensions pursuit crafting validity argument investigated factor structure tested measurement invariance across gender educational tracks two subgroups may indicate considerable differences means multigroup confirmatory factor analysis data n 665 preservice teachers 18 teacher training institutions flanders belgium revealed nested factor structure tpack measure comprised general factor specific factor preservice teachers technological knowledge factor structure fully invariant across gender educational tracks mean differences educational tracks occur yet substantial differences found across gender favor male preservice teachers study sheds light critical aspects crafting validity argument measurement tdimensions tpack framework reports relevant subgroup differences