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April 10, 2026SustainabilityOpen Access

An Empirical Study of TPACK Development Through Transnational Online Continuing Professional Development Programs

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Authors

YWYì WángEKEunyoung Kim

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Overview

Study examines TPACK growth in language instructors via transnational online CPD, suggesting enhanced teaching competence.

Key Points

  • This research focuses on how transnational online continuing professional development programs enhance TPACK in language instructors.
  • Adapted a TPACK self-report instrument for online CPD assessment.
  • Collected survey data from instructors at partner institutions in China.
  • Applied exploratory factor analysis, confirmatory factor analysis, and structural equation modeling to assess data.
  • Conducted longitudinal analyses on matched pre–post responses to evaluate changes over time.
  • Confirmed a stable four-factor structure for TPACK with good reliability.
  • Found that pedagogical and technological knowledge significantly predict TPACK.
  • Showed significant increases in technological and pedagogical knowledge after CPD, while content knowledge remained stable.

Cite This Study

Wáng et al. (2026) studied this question.

synapsesocial.com/papers/69d896676c1944d70ce07cd9https://doi.org/10.3390/su18083682
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1THE EFFECT OF TECHNO-PEDAGOGICAL AND CONTENT KNOWLEDGE IN ENHANCING THE PEDAGOGICAL COMPETENCE OF SECONDARY LEVEL ENGLISH LANGUAGE TEACHERS2026
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  3. 3A Survey Study on TPACK Framework for Normal Students of English Major in Ethnic Colleges and Universities: Empirical Analysis Based on Structural Equation Modeling2024
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  5. 5Professional Development Program to Develop Teacher Educators’ Technological Pedagogical Content Knowledge2024 · 14 citations